Educating Prospective Secondary Mathematics Teachers

Knowledge, Identity, and Pedagogical Practices

  • Marilyn E. Strutchens
  • Rongjin Huang
  • Despina Potari
  • Leticia Losano

Part of the ICME-13 Monographs book series (ICME13Mo)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Marilyn E. Strutchens, Rongjin Huang, Despina Potari, Leticia Losano
    Pages 1-5
  3. Field Experience

  4. Use of Technologies and Tools

  5. Mathematics for Teaching

    1. Front Matter
      Pages 167-167
    2. Azita Manouchehri, Xiangquan Yao, Yasemin Saglam
      Pages 205-223
    3. Alberto Arnal-Bailera, Eva Cid, José M. Muñoz-Escolano, Antonio M. Oller-Marcén
      Pages 245-265
  6. Professional Identity and Disposition

    1. Front Matter
      Pages 267-267
    2. Márcia Cristina de Costa Trindade Cyrino
      Pages 269-285
    3. Marilyn E. Strutchens, Rongjin Huang, Despina Potari, Leticia Losano
      Pages 325-328

About this book


This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics.

Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities.


Prospective Secondary Mathematics teachers Secondary Preservice teachers field experiences in Mathematics Mathematics teacher education Technological Pedagogical knowledge Prospective mathematics teacher mathematical knowledge for teaching Prospective mathematics educators Mathematical Modeling for teaching Proportional relationships Students' mathematical thinking Informal learning environments Preservice mathematics teacher Technology-based instructional activities

Editors and affiliations

  • Marilyn E. Strutchens
    • 1
  • Rongjin Huang
    • 2
  • Despina Potari
    • 3
  • Leticia Losano
    • 4
  1. 1.Department of Curriculum and TeachingAuburn UniversityUSA
  2. 2.Department of Mathematical SciencesMiddle Tennessee State UniversityMurfreesboroUSA
  3. 3.Department of MathematicsNational and Kapodistrian University of AthensAthensGreece
  4. 4.Facultad de Matemática, Astronomía y FísicaUniversidad Nacional de CórdobaCórdobaArgentina

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-91058-1
  • Online ISBN 978-3-319-91059-8
  • Series Print ISSN 2520-8322
  • Series Online ISSN 2520-8330
  • Buy this book on publisher's site