id: 06238838
dt: j
an: 2014a.00100
au: Jacobsen, Laura J.
ti: Embedding mathematics in the elementary teacher education curriculum
network.
so: Philos. Math. Educ. J. 25, Special Issue: Critical Mathematics Education,
50 p., electronic only (2010).
py: 2010
pu: Professor Paul Ernest, University of Exeter, Graduate School of Education,
Exeter
la: EN
cc: B50 A40 D39 C69 B79
ut: primary education; teacher education; network-based research; mathematics
and society; sociocultural aspects; educational sociology; mathematics
and philosophy; mathematics and politics; mathematics and culture;
multicultural education; critical mathematics education; NCTM
standards; research on teacher learning; equity; social justice
ci:
li: http://people.exeter.ac.uk/PErnest/pome25/Laura%20J.%20Jacobsen%20%20Embedding%20Mathematics%20in%20the%20Elementary%20Teacher.doc
ab: Summary: This paper is based on ethnographic research approached with a
view of mathematics teacher education as embedded within the teacher
education program on the whole. I describe preservice elementary
teachersâ€™ contextualizations of mathematics in the program as well as
their place-based characterizations of the value and (ir-)relevance of
coursework and fieldwork to teaching. Drawing on these results, I
speculate that popular NCTM standards-based reform visions, and related
standards-based approaches in other disciplines, may produce divisions
between philosophy and practice that sometimes function in an
unacceptable way to sort and rank schools. I introduce and suggest the
need for a mathematics education in the public interest that critically
analyzes pressing social, political, and economic issues. Finally, I
raise challenges to popular approaches and assumptions of mathematics
teacher education research and suggest that a networks-based research
approach may be one possible avenue for critically examining mainstream
approaches toward, and implications of, mathematics teacher education.
rv: