Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development

Fou-Lai Lin; Tim Rowland

doi:10.1007/978-94-6300-561-6_14

Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development

Fou-Lai Lin
, Tim Rowland

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

20 Citations (Scopus)

Abstract

As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology – witness the name of the sponsor organisation of this handbook – the output of researchers in mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992).

Original language	English
Title of host publication	The Second Handbook of Research on the Psychology of Mathematics Education
Subtitle of host publication	The Journey Continues
Editors	Ángel Gutiérrez, Gilah C. Leder, Paolo Boero
Publisher	Springer
Pages	483-520
ISBN (Print)	978-94-6300-561-6
DOIs	https://doi.org/10.1007/978-94-6300-561-6_14
Publication status	Published - 2016

Access to Document

10.1007/978-94-6300-561-6_14

https://link.springer.com/book/10.1007/978-94-6300-561-6

Cite this

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title = "Pre-Service and In-Service Mathematics Teachers{\textquoteright} Knowledge and Professional Development",

abstract = "As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology {\textendash} witness the name of the sponsor organisation of this handbook {\textendash} the output of researchers in mathematics (or {\textquoteleft}mathematical{\textquoteright}) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992).",

author = "Fou-Lai Lin and Tim Rowland",

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pages = "483--520",

editor = "{\'A}ngel Guti{\'e}rrez and Leder, \{Gilah C.\} and Paolo Boero",

booktitle = "The Second Handbook of Research on the Psychology of Mathematics Education",

publisher = "Springer",

address = "Germany",

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Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. / Lin, Fou-Lai; Rowland, Tim.
The Second Handbook of Research on the Psychology of Mathematics Education: The Journey Continues. ed. / Ángel Gutiérrez; Gilah C. Leder; Paolo Boero. Springer, 2016. p. 483-520.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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AU - Rowland, Tim

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AB - As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology – witness the name of the sponsor organisation of this handbook – the output of researchers in mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992).

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