
05820513
a
2010f.00196
Liljedahl, Peter
DurandGuerrier, V.
Winsl\'o w, C.
Bloch, I.
Huckstep, P.
Rowland, T.
Thwaites, A.
Grevholm, B.
Bergsten, C.
Adler, J.
Davis, Z.
Garcia, M.
S\'anchez, V.
Proulx, J.
Flowers, J.
Rubenstein, R.
Grant, T.
Kline, K.
Moreira, P.
David, M.
OpolotOkurut, C.
Chapman, O.
Components of mathematics teacher training.
Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 9780387096001/hbk; 9780387096018/ebook). New ICMI Study Series 11, 2533 (2009).
2009
New York, NY: Springer
EN
B50
A60
A50
initial teacher education
beliefs for the teaching of mathematics
bibliographies
doi:10.1007/9780387096018_3
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.