Abstract
Some approaches to the transformation of mathematics instruction might involve indirect approaches such as: change teacher education, change the curriculum or change assessment. It can be safely assumed that changes to teacher education, changes to the curriculum or changes to assessment will have their consequences for instruction. Part I of this book takes the direct route and addresses the possibility of changing mathematics instruction directly. But the other parts of this book remind us that any such change in instructional practice must occur within the constraints imposed by the curriculum, by existing assessment practices and by the teacher education programmes that equip teachers to engage in transformative practice. Acknowledging the significance of these different contexts within which we might attempt the transformation of instruction, the question remains: “In what direction, for what purpose and in what form might mathematics instruction be transformed?” The chapters in Part I offer some possible answers to this question.
Keywords
- Teacher Education
- Mathematics Instruction
- Teacher Education Programme
- Mathematics Classroom
- Critical Orientation
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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- 1.
A useful construct from economics, meaning “that which is maximised”.
Additional References
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Niss, M. (1994). Mathematics in society. In R. Biehler, R. W. Scholz, R. Straesser, & B. Winkelmann (Eds.), The didactics of mathematics as a scientific discipline (s. 367–378). Dordrecht: Kluwer Academic Publishers.
Simon, M., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. Mathematical Thinking and Learning, 6(2), 91–104.
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© 2014 Springer International Publishing Switzerland
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Clarke, D. (2014). Preface to Part I. In: Li, Y., Silver, E., Li, S. (eds) Transforming Mathematics Instruction. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-04993-9_2
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DOI: https://doi.org/10.1007/978-3-319-04993-9_2
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