Prospective and practising mathematics teachers as learners: From initial and professional development activities to classroom practice

Laurinda Brown, Salvador Llinares, Ceneida Fernandez, Tracy Helliwell

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

Abstract

This chapter will explore different ways in which prospective teachers and teachers are considered to be active constructors of their knowledge embedded in a variety of social environments.
Original languageEnglish
Title of host publicationInternational Handbook of Mathematics Teacher Education
Subtitle of host publicationVolume 3: Participants in Mathematics Teacher Education
EditorsOlive Chapman, Gwendolyn Lloyd
PublisherBrill Academic Publishers
Chapter13
Pages 289–320
Number of pages23
Volume3
Edition2
ISBN (Electronic)978-90-04-41923-0
ISBN (Print)978-90-04-41922-3
DOIs
Publication statusPublished - 12 Dec 2019

Structured keywords

  • SoE Centre for Teaching Learning and Curriculum
  • SoE Mathematics Education Research Network

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  • Cite this

    Brown, L., Llinares, S., Fernandez, C., & Helliwell, T. (2019). Prospective and practising mathematics teachers as learners: From initial and professional development activities to classroom practice. In O. Chapman, & G. Lloyd (Eds.), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education (2 ed., Vol. 3, pp. 289–320). Brill Academic Publishers. https://doi.org/10.1163/9789087905491