Symposium on the Occasion
of the 100th Anniversary of ICMI
(Rome, 5–8 March 2008)
WORKING GROUP #2
The professional formation of teachers
This working group will focus on the historical evolution of conceptions
of the various forms of knowledge and skills for mathematics teaching practice,
and the role of ICMI in this domain. The group will also consider opportunities
to acquire such knowledge and skills. The Working Group will examine, in
particular, the traditional dichotomy between content knowledge and pedagogical
knowledge. It will also trace how the standing of the teacher as a professional
has evolved over time.
The broad theme of this working group can be addressed
in diverse ways. We consider the following topics particularly relevant:
- the evolution of theoretical frameworks used in studies of mathematics teacher education;
- the influence of other disciplines in this evolution;
- ICMI contributions to the dialogue between the mathematics teacher education community and other disciplines;
- outcomes of interdisciplinary dialogue;
- the development over time and in different cultures of the societal demands on the profession of the mathematics teacher;
- the tensions between the academic foundations of mathematics teacher education and well grounded experience in what constitutes a good teacher;
- the changes in structures of mathematics teacher education, division between practice and theory, the demand for research based teacher education;
- different conceptions of the mathematical knowledge needed for teaching and how it can be acquired, and its relation to pedagogical knowledge;
- the attention given to preparing teachers of mathematics to address pupil diversity in culture and language, and the education of disadvantaged pupils.
All
participants in the Working Group are asked to prepare a short paper (no more
than 5 pages). Each contribution will be published on the Symposium Website and
on the Symposium CD. The submitted papers, due June 30 2007, will also be used
as a resource by the two co-chairs of the WG in their synthesis paper of the
WG’s deliberations.
Please feel free to contact us should you need more
information or have further questions.
Co-chairs: Deborah Ball (USA), Barbro Grevholm (Sweden/Norway)
PAPERS:
- Jill Adler
Empirical and theoretical reflections on researching mathematics for teaching
in mathematics teacher education
- Solange Amorim Amato
Student teachers and teacher educators' pedagogy under construction
- Glenda Anthony
Beginning mathematics teachers’ professional learning
- Claire V. Berg
Mathematics student teachers as participants in a
research project: the emergence of critical thinking
- Kristín Bjarnadóttir
Societal demands on the profession of the mathematics
teacher in Iceland in a historical context
- Werner Blum & Stefan Krauss
The professional knowledge of German secondary mathematics teachers:
Investigations in the context of the COACTIV project
- Janete Bolite Frant & Antonio Mometti
The role of theories in and for the awareness of practice: A case of teaching
Calculus at University
- Hilda Borko & Karen Koellner
Situativity: A theoretical lens for designing and studying programs of professional
development
- Rita Borromeo Ferri
Insight into teachers’ unconscious behaviour while dealing with
mathematical modelling problems and implications for teacher education
- Soňa Čeretková
From John Amos Comenius to COMENIUS Projects
- Olive Chapman
Self-study in mathematics teacher education
- Fiona Ell
Preparing teachers who can improve student learning in mathematics – researching new qualifications
- Ruhama Even
Learning to connect professional development for teachers
and change initiatives in school mathematics
- Elham Kazemi
Investigating and supporting teacher learning by attending
to the coevolution of participation across settings
- Karen Koellner & Hilda Borko
Professional development that supports the development of teacher knowledge: From
design experiments to full-scale evaluation studies
- Donna Kotsopoulos & Susan Lavigne
Teachers' assumptions about student “learning paths”
- Peter Liljedahl
Teachers' beliefs as teachers' knowledge
- Nicolina Malara
Crossed critical reflections as a way of promoting
teachers’ awareness and improving their professional development
- Carol E. Malloy
A historical perspective on the preparation of mathematics teachers in the areas
of student diversity and the education of disadvantaged students
- Xin Ma, Richard Millman & Matt Wells
A self and peer assessment intervention in mathematics content courses
for pre-service elementary school teachers
- John Mason
Notes towards WG2
- Denise S. Mewborn
Learning to teach as assisted performance
- Francesca Morselli
High school pre-service teachers’ beliefs about proof:
some reflections for & from a training course
- Shweta Naik
Mathematics teacher education in India – demanding change
and reform in teachers' professional development
- Michael Neubrand
Knowledge of teachers – Knowledge of students:
Conceptualizations and outcomes of a mathematics teacher education
study in Germany
- Erkki Pehkonen
Problem solving in mathematics education in Finland
- João Pedro da Ponte
Mathematics teacher education and professional development
- Jérôme Proulx
Mathematical knowledge, mathematical culture, and mathematics teacher education
- D. Potari, T. Zachariades, C. Christou & D. Pitta-Pantazi
The relationship between teachers' mathematical
knowledge and teaching in Calculus
- Bettina Rösken, Klaus Hoechsmann & Günter Törner
Pedagogies in action: the role of mathematics teachers’ professional routines
- Jeppe Skott
A cautionary note – is research still caught up in an implementer
approach to the teacher?
- Orit Zaslavsky
What knowledge is involved in choosing and generating useful instructional examples?
OVERVIEW PAPER:
Some historical moments in the ICMI history of formation of mathematics teachers, by Barbro Grevholm
