Building Support for Scholarly Practices in Mathematics Methods
Building Support for Scholarly Practices in Mathematics Methods by Signe E. Kastberg, published by Emerald Publishing Limited on September 27, 2017, is a comprehensive exploration of mathematics methods education. This 376-page book is the result of collaborations among over 40 mathematics teacher educators who focus on teaching methods courses for prospective PreK-12 teachers across various institutional contexts. The chapters delve into how these educators utilize theoretical perspectives to shape their goals, design activities, and facilitate learning experiences for future teachers.
Readers will find that the book is organized into seven sections, each emphasizing the influence of instructors’ theoretical perspectives on scholarly inquiry and practice. The final section reflects on past experiences while looking forward to future developments in mathematics education. This resource aims to support mathematics teacher educators in discussing and developing scholarly practices, as well as engaging in scholarly inquiry to systematically evaluate their teaching methods. The book addresses key subjects such as mathematics, education, and teaching, making it a valuable addition to the field.
Official synopsis Publisher
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK-12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result.
The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.
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