Educating Prospective Secondary Mathematics Teachers: Knowledge, Identity, and Pedagogical Practices

Introduction

Section I.  Field Experience

The Structure of Student Teaching Can Change the Focus to Students' Mathematical Thinking

Transforming Secondary Mathematics Teacher Preparation Via a Networked Improvement Community: Focus on Clinical Experiences 

Pre-Service Teachers' Reflections on Their Teaching

Gaining Valuable Field Experience Through the Use of Informal Learning Environments

Diagnosis-based Adaptations of Mathematics Lessons

Section II.  Use of Technologies and Tools

Contemporary Framing of Technology in Mathematics Teaching

Prospective Mathematics Teachers' Perspectives on Technology

Preservice Mathematics Teachers' Effective Use of Technology:

Analyzing the Cognitive Demands of Technology-Based Instructional Activities

Section III.  Mathematics for Teaching

Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents.

Designing a Competence-based Entry Course for Prospective Secondary Mathematics Teachers

Nurturing Knowledge of Mathematical Modeling for Teaching

Future Teachers' Use of Multiplication and Fractions When Expressing Proportional Relationships

Marking Mathematics Exams as a Tool for Secondary Teacher Training

Section IV.  Professional Identity and Disposition

Prospective Mathematics Teachers' Professional Identity

Exploring Pre-service Teachers' Self-perceptions of Mathematical Knowledge for Teaching

Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards    Modelling

Conclusion