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

Department of Mathematics

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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
Publisher	Sense Publishers
Pages	483-520
Number of pages	38
ISBN (Electronic)	9789463005616
ISBN (Print)	9789463005593
DOIs	https://doi.org/10.1007/978-94-6300-561-6_14
Publication status	Published - 2016 Jan 1

ASJC Scopus subject areas

General Social Sciences

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

Cite this

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Pre-service and in-service Mathematics teachers’ knowledge and professional development

Abstract

ASJC Scopus subject areas

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