Dawson, A.J.; Jaworski, Barbara; Wood, Terry

Section 1 Openings; Introduction, Barbara Jaworski, Terry Wood, Sandy Dawson; Chapter 1 Charting a Historical Perspective, Sandy Dawson; section2 International Perspectives in Mathematics Teacher Education; Chapter 2 Changing Mathematics Instruction and Assessment, Miriam Amit, Susan Hillman; Chapter 3 The Institute for the Learning and Teaching of Mathematics, A.I. Weinzweig; Chapter 4 Teachers' Mathematical Experiences as Links to Children's Needs, Hanlie Murray, Alwyn Olivier, Piet Human; Chapter 5 Inservice in Lebanon, Fairouz Farah-Sarkis; Chapter 6 Primary Teachers and the Using of Materials in Problem Solving in Portugal, Lurdes Serrazina, Cristina Loureiro; Chapter 7 Mathematics Classroom Situations, Zvia Markovits, Ruhama Even; Chapter 8 Dilemmas of Constructivist Mathematics Teaching, Richard Carter, John Richards; Chapter 9, Colleen Goldstein, Phillip Mnisi, Pam Rodwell; Chapter 10 Teachers' Knowledge of Mathematics and Reflective Professional Development, Kathryn C. Irwin, Murray S. Britt; Chapter 11 PFL-Mathematics, Konrad Krainer; Chapter 12 Circling the Square, Chris Breen; section3 Critical Perspectives Linking Theory and Practice in Mathematics Teacher Education; Chapter 13 Themes and Issues in Inservice Programmes, Barbara Jaworski, Terry Wood; Chapter 14 The Enactive Perspective on Teacher Development, Sandy Dawson; Chapter 15 Approaching Teacher Development, Terry Wood; Chapter 16 The Plurality of Knowledge Growth in Mathematics Teaching, Barbara Jaworski;

Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes , practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education.