Research Trends in Mathematics Teacher Education

Foreword.- Preface.- Contributors.- I. Mathematical Knowledge for Teaching in Teacher Education.- Understanding Preservice Teachers' Curricular Knowledge.- Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction.- Using Coordination Classes to Analyze Preservice Middle-Grades Teachers' Difficulties in Determining Direct Proportion Relationships.- A Processes Lens on a Beginning Teacher's Personal and Classroom Mathematics.- Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge.- II. Beliefs and Identities in Mathematics Teacher Education.- Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity.- Teachers, Attributions, and Students' Mathematical Work.- Teacher Identity and Tensions of Teaching Mathematics in High-Stakes Accountability Contexts.- Teachers' Learning Journeys Toward Reasoning and Sense Making.- Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Research.- III. Tools and Techniques for Supporting Teacher Learning.- Preservice Elementary Mathematics Teachers' Emerging Ability to Write Problems to Build on Children's Mathematics.- Examining the Relationship Between Preservice Elementary Teachers' Attitutudes Toward Mathematics and Professional Noticing Capacities.- Transitions in Prospective Mathematics Teacher Noticing.- Teachers' Uses of a Learning Trajectory as a Tool for Mathematics Lesson Planning.- Commentary on Section 3: Research on Teachers' Focusing on Children's Thinking: Teacher Noticing and Learning Trajectories.- Overall Commentary: Understanding and Changing Teachers.- Author Index.- Subject Index.

Dr. Jane-Jane Lo earned her doctoral degree in Curriculum and Instruction with a specialization in mathematics education from Florida State University under the direction of Grayson G. Wheatley. She is an associate professor of mathematics education at Western Michigan University, Kalamazoo, Michigan. She has a long-term research interest in studying the process of mathematical learning and concept development. This focus has been pursued in three complementary areas: rational number concepts, curriculum analysis, and international comparative studies both in the contexts of k-8 and teacher education. She has published in both research and practitioner journals, including the Journal for Research in Mathematics Education, Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher, and is on the editorial board for the International Journal of Science and Mathematics Education. She, Laura Van Zoest and James Kratky co-edited the 2012 PME-NA conference proceedings.



Dr. Keith Leatham earned a PhD in Mathematics Education at the University of Georgia and conducted his dissertation research under the direction of Tom Cooney. He is associate professor of mathematics education at Brigham Young University in Provo, Utah, where he has been working since 2003. His research focuses on understanding how preservice teachers learn to facilitate student mathematics learning. In particular he studies how preservice teachers learn to use technology in teaching and learning mathematics, how they learn to recognize and use students' mathematical thinking, and how their beliefs about mathematics, its teaching and learning are related to the teaching and learning-to-teach process. He has published in both research and practitioner journals, including the Journal ofMathematics Teacher Education, Contemporary Issues in Technology and