Abstract
This commentary reviews the four chapters in this section on tools and techniques to support teacher learning. By focusing on students’ mathematical thinking, the authors of these four chapters studied the complexities associated with preparing prospective teachers to teach, and supporting practicing teachers in making the kind of changes that will lead to ambitious teaching. Each of the four chapters is briefly summarized and is placed within the literature on decomposition of practice. Authors of three of the chapters place their studies in the context of mathematics teacher noticing children’s mathematical thinking, and the author of the fourth chapter studies the effect of learning trajectories on teachers’ learning. The contributions made by each study to the literature are highlighted, and suggestions for moving the field forward are presented.
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Philipp, R. (2014). Commentary on Section 3: Research on Teachers’ Focusing on Children’s Thinking in Learning to Teach: Teacher Noticing and Learning Trajectories. In: Lo, JJ., Leatham, K., Van Zoest, L. (eds) Research Trends in Mathematics Teacher Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02562-9_15
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