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This book is about people preparing to teach mathematics to children in the first half of their schooling. It is also about what mathematics becomes in a school context responding to insistent demands to raise standards. The book asks how aspirant teachers begin to think of themselves as teachers, and about mathematics in particular, when they have many years of experience as pupils in school behind them, which did not always leave a positive image of mathematics. How do they change how they are, or even who they are, as they proceed through a teacher education programme into their first teaching post, where mathematics is just one of many subjects to be taught? They will encounter diverse and complex social demands that cannot necessarily be reconciled, since the work of schools is targeted at enabling pupils to participate in a rapidly changing world where consensus on educational objectives seems difficult to achieve.  Conflicting priorities can result in teachers being pulled in many directions, where their personal aspirations confront an official story that portrays the journey into teaching as a sequence of criteria to be fulfilled. Centred on over 200 hours of interview data from government-funded studies directed by the authors the book documents teachers over a five-year period, from the outset of their training to the end of their first year of teaching in a school. These interviews coincided with a major national curriculum initiative that through prescriptive and detailed regulation set the characteristics of a good teacher and the content of mathematics to be taught. Aimed primarily at teacher educators the book will also appeal to researchers across the field of education for its unique theoretical perspective drawing on contemporary psychoanalytical theory in portraying the identities that teachers come to occupy, and the forms of mathematics with which they identify. It also presents a vivid account of what educational policy implementation looks like through the voices of teachers building their practices.  .

Mathematics -- Study and teaching. --- Mathematics teachers -- Training of. --- Spatial ability. --- Mathematics --- Mathematics teachers --- Education --- Social Sciences --- Physical Sciences & Mathematics --- Education, Special Topics --- Mathematics Teaching & Research --- Study and teaching --- Training of --- Training of. --- Study and teaching. --- Teacher training --- Education. --- Educational policy. --- ducation and state. --- Mathematics Education. --- Educational Policy and Politics. --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy

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Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this volume, focused on primary and elementary teachers, culls a richness that can only be found by gathering wisdom from varied experiences around the world. The choice of tasks, and the associated pedagogies, is a key aspect of teaching and learning mathematics. Arguing that what students learn is largely defined by the tasks they are given, several major themes are presented. One such major strand, the form, function and focus of tasks, is discussed throughout several chapters, offering analysis, discussion of implementation, and exemplars of a broader category of illustrative techniques for developing critical understanding.

Arithmetic -- Study and teaching (Primary). --- Mathematics -- Study and teaching (Primary). --- Mathematics teachers -- Training of. --- Number concept -- Study and teaching (Primary). --- Elementary Mathematics & Arithmetic --- Education. --- Mathematics --- Teaching. --- Learning & Instruction. --- Mathematics Education. --- Teaching and Teacher Education. --- Study and teaching. --- Mathematics teachers --- Study and teaching (Primary) --- Training of. --- Teacher training --- Mathematics. --- Math --- Science --- Learning. --- Instruction. --- Mathematics—Study and teaching . --- Learning process --- Comprehension --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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This analysis of elementary mathematics instruction in South Korea examines local successes while spotlighting global concerns of education professionals. Findings in this research reveal specific domains of mathematics knowledge that best influence students' understanding, retaining, and owning of content. Aspects of teacher knowledge studied go beyond mastery of the subject matter, extending to how educators impart knowledge and how learners develop productive relationships with information. These results suggest possibilities for future directions in teacher training, certification, and career development.   Among the topics covered:   Models and methods for studying mathematical knowledge for teaching.   Teachers' knowledge for teaching mathematics: a history of the research. Five categories of elementary mathematics teachers' knowledge and how they interrelate in teaching. Uses of different types of educational knowledge in lesson planning, classroom teaching, and evaluating student work. The role of pedagogical procedure in establishing pedagogical content knowledge. The social context of South Korea's National Mathematics Curriculum.   By emphasizing teacher quality and school accountability, Mathematics Teaching and Learning identifies--and addresses--issues of pressing importance to education researchers, teacher educators, and mathematics educators, and has the potential to inform administrators and policymakers.    .

Education. --- Educational Technology. --- Learning & Instruction. --- Education --- Elementary school teachers -- Training of -- Korea (South). --- Mathematics -- Study and teaching (Primary) -- Korea (South). --- Mathematics teachers -- Training of -- Korea (South). --- Social Sciences --- Education, Special Topics --- Mathematics --- Elementary school teachers --- Mathematics teachers --- Study and teaching (Primary) --- Training of --- Math --- Educational technology. --- Teachers --- Science --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Learning. --- Instruction. --- Learning process --- Comprehension --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices

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Curriculum materials and the interaction with these materials and resources is central in teacher education and professional development. How teachers use and learn from materials fundamentally depends on the interactions between three components: the reader, the material and the context. Teachers’ use and learning from text-based materials depends to a large extent on the characteristics of the materials, on the teaching activity in which the teacher is engaged, teachers’ beliefs and knowledge, and how these are aligned with the curriculum. What kinds of curriculum materials do teachers select and use, and how? How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? These factors interact in complex ways, as teachers select, interpret and shape the materials, individually and collaboratively with groups of colleagues. The characteristics of the resources shape the teacher’s activity; analysing these characteristics enlightens the mathematics presented to the students, and more generally the classroom practice and the development of teacher professional knowledge. The purpose of this book is to provide a wider perspective on this issue in the field of mathematics education. It studies curriculum materials and their uses, in addition to investigations of teacher adaptation and use of those materials, and pays particular attention to digital resources. Teacher’s professional activity is studied as a whole, at different moments and in different contexts, in-class and out-of-class, with a variety of agents. The collective dimensions of this activity, the role of a variety of collectives for teachers professional development, constitute a major focus of the work presented here.

Curriculum planning. --- Mathematics -- Study and teaching. --- Mathematics --- Mathematics teachers --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Mathematics Teaching & Research --- Theory & Practice of Education --- Study and teaching --- Computer network resources --- Curricula --- Training of --- Teaching --- Teachers --- Study and teaching. --- Aids and devices. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Curriculum development --- Curriculum materials --- Educational media --- Instructional materials --- Teaching materials --- Education. --- Mathematics. --- Social sciences. --- Teaching. --- Teaching and Teacher Education. --- Mathematics in the Humanities and Social Sciences. --- Instructional systems --- Planning --- Educational technology --- Media programs (Education) --- Design --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Math --- Science --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Mathematics - Study and teaching - Computer network resources --- Mathematics - Study and teaching - Curricula --- Mathematics teachers - Training of