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A Review of Research Perspectives on Mathematics Teacher Education

  • Chapter
Making Sense of Mathematics Teacher Education

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.

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Author information

Authors and Affiliations

  1. Centre for Mathematics Education Faculty of Humanities and Social Science, South Bank University, 103 Borough Road, London, SE1 0AA, UK

    Stephen Lerman

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  1. Stephen Lerman
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Editor information

Editors and Affiliations

  1. National Taiwan Normal University, Taipei, Taiwan

    Fou-Lai Lin

  2. University of Georgia, Athens, GA, USA

    Thomas J. Cooney

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© 2001 Springer Science+Business Media Dordrecht

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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

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  • 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

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