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Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development

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The Second Handbook of Research on the Psychology of Mathematics Education

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).

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Authors and Affiliations

  1. Department of Mathematics, National Taiwan Normal University, Taipei, Taiwan

    Fou-Lai Lin

  2. University of Cambridge and University of East Anglia, Cambridge, UK

    Tim Rowland

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  1. Fou-Lai Lin
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  2. Tim Rowland
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  1. Universidad de Valencia, Spain

    Ángel Gutiérrez

  2. Monash University, Australia

    Gilah C. Leder

  3. Università di Genova, Italy

    Paolo Boero

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Lin, FL., Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In: Gutiérrez, Á., Leder, G.C., Boero, P. (eds) The Second Handbook of Research on the Psychology of Mathematics Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-561-6_14

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  • DOI: https://doi.org/10.1007/978-94-6300-561-6_14

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