
06238838
j
2014a.00100
Jacobsen, Laura J.
Embedding mathematics in the elementary teacher education curriculum network.
Philos. Math. Educ. J. 25, Special Issue: Critical Mathematics Education, 50 p., electronic only (2010).
2010
Professor Paul Ernest, University of Exeter, Graduate School of Education, Exeter
EN
B50
A40
D39
C69
B79
primary education
teacher education
networkbased 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
http://people.exeter.ac.uk/PErnest/pome25/Laura%20J.%20Jacobsen%20%20Embedding%20Mathematics%20in%20the%20Elementary%20Teacher.doc
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 teachers' contextualizations of mathematics in the program as well as their placebased characterizations of the value and (ir)relevance of coursework and fieldwork to teaching. Drawing on these results, I speculate that popular NCTM standardsbased reform visions, and related standardsbased 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 networksbased research approach may be one possible avenue for critically examining mainstream approaches toward, and implications of, mathematics teacher education.