Abstract
Research on mathematics teachers and mathematics teacher education has grown substantially over the last 10 to 20 years with the recognition of the enormous influence of the teacher on children’s learning of mathematics. This chapter argues that theoretical frameworks for such studies are not always coherent, nor are they well examined in the literature, remaining largely implicit. The chapter attempts an overview of research and an investigation of the implicit assumptions about the process of teacher learning. I propose that social theories of teacher learning that draw on notions of developing identities are more relevant and fruitful for these domains of educational research.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Bartolini Bussi, M. G. (1996). Mathematical discussion and perspective drawing in primary school. Educational Studies in Mathematics, 31(1–2), 11–41.
Boaler, J. (1997). Unpublished paper, King’s College, London.
Brown, C., Cooney, T. A., & Jones, D. (1990). Mathematics teacher education. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (639–656). New York: Macmillan.
Brown, C. A., Stein, M. K., & Forman, E. A. (1996). Assisting teachers and students to reform the mathematics classroom. Educational Studies in Mathematics, 31(1–2), 63–93.
Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: Falmer.
Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researcher. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics. Journal for Research in Mathematics Education Monograph No. 4, (pp. 125–146). Reston, VA: National Council of Teachers of Mathematics.
Cooney, T. (1985). A beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16, 324–336.
Crawford, K. (1994). Vygotsky in school: The implications of Vygotskian approaches to activity, learning and development. Paper presented at First International Conference “L. S. Vygotsky and School,” Eureka Free University, Moscow.
Crawford, K. & Deer, E. (1993). Do we practise what we preach?: Putting policy into practise in teacher education. South Pacific Journal of Teacher Education 21(2), 111–121.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Ensor, P. (1999). A study of the recontextualising of pedagogic practices from a South African University preservice mathematics teacher education course by seven beginning secondary mathematics teachers. Unpublished doctoral dissertation, University of London.
Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–254). Lewes: Falmer.
Even, R. (1990). Subject matter knowledge for teaching and the case of functions. Educational Studies in Mathematics, 21, 521–544.
Even, R., Tirosh, D. & Markovits, Z. (1996). Teacher subject matter knowledge and pedagogical content knowledge: Research and development. In L. Puig & A. Gutierrez (Eds.), Proceedings of Twentieth Meeting of the International Group for the Psychology of Mathematics Education, 7,(119–134). Valencia, Spain.
Fennema, E. & Nelson, B. S. (Eds.). (1997). Mathematics teachers in transition. Mahwah, NJ: Lawrence Erlbaum Associates.
Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30, 555–583.
Frykholm, J. A. (1999). The impact of reform: Challenges for mathematics teacher preparation. Journal of Mathematics Teacher Education, 2(1), 79–105.
Fullan, M. & Hargreaves, A. (Eds.). (1992). Teacher development and educational change. London: Falmer Press.
Gattegno, C. (1987). The science of education: Part 1. Theoretical considerations. New York: Educational Solutions.
Gattuso, L. (1994). What happens when robots have feelings? In S. Lerman (Ed.), Cultural perspectives on the mathematics classroom (pp. 99–114), Dordrecht: Kluwer.
Grant, T. J., Hiebert, J. & Wearne, D. (1998). Observing and teaching reform-minded lessons: What do teachers see? Journal of Mathematics Teacher Education, 1(2), 217–236.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.
Heaton, R. M. & Lambert, M. (1993). Learning to hear voices: Inventing a new pedagogy of teacher education. In D. K. Cohen, M. W. McLaughlin, & J. E. Talbert (Eds.), Teaching for understanding (pp. 43–83). San Francisco: Jossey-Bass Publishers.
Jaworski, B. (1998). Mathematics teacher research: Process, practice and the development of teaching. Journal of Mathematics Teacher Education, 1(1), 3–31.
Klein, M. (1997a). Looking again at the’ supportive’ environment of constructivist pedagogy: An example from preservice teacher education in mathematics. Journal of Education for Teaching, 23(3), 276–292.
Klein, M. (1997b). Constructivist practice in preservice teacher education in mathematics: Aboriginal and Torres Strait islander voices heard yet silenced. Equity & Excellence in Education, 30(1), 65–71.
Krell, D. F. (1993). Martin Heidegger: Basic writings from ‘being and time’ (1927) to ‘the task of thinking’ (1964) (Revised edition). London: Routledge.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture & Activity, 3(3), 149–164.
Lave, J. (1997). The culture of acquisition and the practice of understanding. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic and psychological perspectives (pp. 17–35). Mahwah, NJ: Lawrence Erlbaum.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Leont’ev, A. N. (1978). Activity, consciousness and personality. Eaglewood Cliffs, NJ: Prentice Hall.
Lerman, S. (1983). Problem-aolving or knowledge-centred: The Influence of philosophy on mathematics teaching. International Journal of Mathematical Education in Science and Technology, 14(1), 59–66.
Lerman, S. (1986). Alternative views of the nature of mathematics and their possible influence on the teaching of mathematics. Unpublished doctoral dissertation, University of London.
Lerman, S. (1990). Alternative perspectives of the nature of mathematics and their influence on the teaching of mathematics. British Educational Research Journal, 16(1), 53–61.
Lerman, S. (1994). Reflective practice. In B. Jaworski & A. Watson (Eds.), Mentoring in the education of mathematics teachers (pp. 52–64). London: Falmer Press.
Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm? Journal for Research in Mathematics Education, 27(2), 133–150.
Lerman, S. (1997). The psychology of mathematics teacher learning: In search of theory. In E. Pehkonen (Ed.), Proceedings of the Twenty-First Meeting of the International Group for the Psychology of Mathematics Education, 3, 200–207. Lahti, Finland.
Lerman, S. (1998). A moment in the zoom of a lens: Towards a discursive psychology of mathematics teaching and learning. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-Second Annual Meeting of the International Group for the Psychology of Mathematics Education, 1, 66–81. Stellenbosch, South Africa.
Lerman, S. (2000a). A case of interpretations of social: A response to Steffe and Thompson. Journal for Research in Mathematics Education. 31(2), 210–227.
Lerman, S. (2000b). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning. (pp. 19–44) Westport, CT: Ablex.
Mason, J. (1998). Enabling teachers to be real teachers: Necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education, 1(3), 243–267.
Parker, S. (1997). Reflective teaching in the postmodern world. Buckingham: Open University Press.
Pehkonen, E. & Tömer, G. (1996). Mathematical beliefs and different aspects of their meaning. International Reviews on Mathematical Education (ZDM), 28(4), 101–108.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart & Winston.
da Ponte, J. P. (1994). Knowledge, beliefs and conceptions in mathematics teaching and learning. In L. Bazzini (Ed.), Proceedings of the Fifth International Conference on Systematic Co-operation between Theory and Practice in Mathematics Education (p. 169–177). Universita degli Studi di Pavia
Post, T. R., Ward, W. H., & Willson, V. L. (1977). Teachers’, principals’ and university faculties’ views of mathematics learning and instruction as measured by a mathematics inventory. Journal for Research in Mathematics Education, 8(5), 332–344.
Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 55–87.
Schifter, D. (Ed.) (1995). What’s happening in math class? Reconstructing professional identities: Volume 2. New York: Teacher’s College Press.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–14.
Simon, M.A. (1995). Reconstructing mathematical pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114–145.
Simon, M. A. & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22. 309–331.
Sowder, J., Armstrong, B., Lamon, S., Simon, M., Sowder, L., & Thompson, A. (1998). Educating teachers to teach multiplicative structures in the middle grades. Journal of Mathematics Teacher Education, 1(2), 127–155.
Steffe, L. P. (1991). The constructivist teaching experiment: Illustrations and implications. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 177–194). Boston: Kluwer Academic Publishers.
Steffe, L.P. & D’Ambrosio, B. (1995). Toward a working model of constructivist teaching. Journal for Research in Mathematics Education, 26(2), 146–159.
Steffe, L. P. & Thompson, P. W. (2000). Interaction or intersubjectivity? A reply to Lerman. Journal for Research in Mathematics Education, 31(2), 191–209.
Steffe, L.P. & Weigel, H. (1994). Cognitive play and mathematical learning in computer microworlds. Educational Studies in Mathematics, 26, 111–134.
Stein, M. K. & Brown, C. A. (1997). Teacher learning in a social context: Social interaction as a source of significant teacher change in mathematics. In E. Fennema, & B. S. Nelson (Eds.), Mathematics teachers in transition. Mahwah, NJ: Lawrence Erlbaum Associates.
Tharp, R. & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press.
Thompson, A. G. (1982). Teachers’ conceptions of mathematics: Three case studies. Unpublished doctoral dissertation, University of Georgia, Athens, USA.
Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathemarics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127.
Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. (pp. 127–146). New York: Macmillan.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L. (1986). Thought and language (A. Kozulin, Trans. and Ed.). Cambridge, MA: MIT Press.
Walkerdine V. (1984). Developmental psychology and the child-centred pedagogy. In J. Henriques, W. Hollway, C. Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the subject (pp. 153–202). London: Methuen.
Wilson, M. & Goldenberg, M. P. (1998). Some conceptions are difficult to change: One middle school teacher’s struggle. Journal of Mathematics Teacher Education, 1(3), 269–293.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Lerman, S. (2001). A Review of Research Perspectives on Mathematics Teacher Education. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_2
Download citation
DOI: https://doi.org/10.1007/978-94-010-0828-0_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6986-8
Online ISBN: 978-94-010-0828-0
eBook Packages: Springer Book Archive