id: 05820513
dt: a
an: 2010f.00196
au: Liljedahl, Peter; Durand-Guerrier, V.; Winsló w, C.; Bloch, I.; Huckstep,
P.; Rowland, T.; Thwaites, A.; Grevholm, B.; Bergsten, C.; Adler, J.;
Davis, Z.; Garcia, M.; Sánchez, V.; Proulx, J.; Flowers, J.;
Rubenstein, R.; Grant, T.; Kline, K.; Moreira, P.; David, M.;
Opolot-Okurut, C.; Chapman, O.
ti: Components of mathematics teacher training.
so: Even, Ruhama (ed.) et al., The professional education and development of
teachers of mathematics. The 15th ICMI Study. New York, NY: Springer
(ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study
Series 11, 25-33 (2009).
py: 2009
pu: New York, NY: Springer
la: EN
cc: B50 A60 A50
ut: initial teacher education; beliefs for the teaching of mathematics;
bibliographies
ci:
li: doi:10.1007/978-0-387-09601-8_3
ab: Summary: Initial mathematics teacher education is primarily concerned with
knowledge ‒ the acquisition of knowledge required for the teaching of
mathematics. Opinions as to what exactly comprises this knowledge and
how it is best delivered and best learned varies widely across
different contexts. In this chapter, the authors look more closely at
this concept of teacher knowledge and how it plays itself out in the
context of initial mathematics teacher education.
rv: