Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice

Laurinda Brown; Ceneida Fernandez; Tracy Helliwell; Salvador Llinares

doi:10.1163/9789004419230_014

Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice

Laurinda Brown, Ceneida Fernandez, Tracy Helliwell, Salvador Llinares

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

2 Citations (Scopus)

240 Downloads (Pure)

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 language	English
Title of host publication	International Handbook of Mathematics Teacher Education
Subtitle of host publication	Volume 3: Participants in Mathematics Teacher Education
Editors	Olive Chapman, Gwendolyn Lloyd
Publisher	Brill Academic Publishers
Chapter	13
Pages	434-366
Number of pages	23
Volume	3
Edition	2
ISBN (Electronic)	9789004419230
ISBN (Print)	9789004419216, 9789004419223
DOIs	https://doi.org/10.1163/9789004419230_014
Publication status	Published - 9 Dec 2019

Research Groups and Themes

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

Access to Document

10.1163/9789004419230_014

Full-text PDF (accepted author manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Brill at https://brill.com/view/title/37678. Please refer to any applicable terms of use of the publisher.
Accepted author manuscript, 442 KB

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Dr Tracy Helliwell
- tracy.helliwellbristol.acuk
- School of Education - Associate Professor
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- Mathematics Education Research Network (MERN)
Person: Academic , Member

Cite this

Brown, L., Fernandez, C., Helliwell, T., & Llinares, S. (2019). Prospective mathematics teachers as learners in university and school contexts: From university-based 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. 434-366). Brill Academic Publishers. https://doi.org/10.1163/9789004419230_014

Brown, Laurinda ; Fernandez, Ceneida ; Helliwell, Tracy et al. / Prospective mathematics teachers as learners in university and school contexts : From university-based activities to classroom practice. International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education. editor / Olive Chapman ; Gwendolyn Lloyd. Vol. 3 2. ed. Brill Academic Publishers, 2019. pp. 434-366

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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.",

author = "Laurinda Brown and Ceneida Fernandez and Tracy Helliwell and Salvador Llinares",

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Brown, L, Fernandez, C, Helliwell, T & Llinares, S 2019, Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice. in O Chapman & G Lloyd (eds), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education. 2 edn, vol. 3, Brill Academic Publishers, pp. 434-366. https://doi.org/10.1163/9789004419230_014

Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice. / Brown, Laurinda; Fernandez, Ceneida; Helliwell, Tracy et al.
International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education. ed. / Olive Chapman; Gwendolyn Lloyd. Vol. 3 2. ed. Brill Academic Publishers, 2019. p. 434-366.

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

TY - CHAP

T1 - Prospective mathematics teachers as learners in university and school contexts

T2 - From university-based activities to classroom practice

AU - Brown, Laurinda

AU - Fernandez, Ceneida

AU - Helliwell, Tracy

AU - Llinares, Salvador

PY - 2019/12/9

Y1 - 2019/12/9

N2 - 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.

AB - 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.

U2 - 10.1163/9789004419230_014

DO - 10.1163/9789004419230_014

M3 - Chapter in a book

SN - 9789004419216

SN - 9789004419223

VL - 3

SP - 434

EP - 366

BT - International Handbook of Mathematics Teacher Education

A2 - Chapman, Olive

A2 - Lloyd, Gwendolyn

PB - Brill Academic Publishers

ER -

Brown L, Fernandez C, Helliwell T, Llinares S. Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice. In Chapman O, Lloyd G, editors, International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education. 2 ed. Vol. 3. Brill Academic Publishers. 2019. p. 434-366 Epub 2019 Dec 9. doi: 10.1163/9789004419230_014

Prospective mathematics teachers as learners in university and school contexts: From university-based activities to classroom practice

Abstract

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