Mathematics Teacher Education

Mathematics Teacher Education

Handbooks, special collections, etc.

  • Association of Mathematics Teacher Educators (AMTE). (2017). Standards for Preparing Teachers of Mathematics. Raleigh, NC: Author.
  • Brown, C., & Borko, H. (1992). Becoming a mathematics teacher. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 209–239). New York, NY: Macmillan.
  • Conference Board of the Mathematics Sciences (CBMS). (2012). The mathematical education of teachers II (MET II). Providence, RI: American Mathematical Society.
  • Even, R., & Ball, D.L. (Eds.) (2010). The professional education and development of teachers of mathematics: The 15th ICMI Study. New York, NY: Springer.
  • Heid, M. K., & Wilson, P. S. (2015). Mathematical understanding for secondary teaching: A framework and classroom-based situations. Charlotte, NC: IAP.
  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University. http://teds.educ.msu.edu/
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
  • National Council of Teachers of Mathematics (NCTM). (1991). Professional Standards for Teaching Mathematics. Reston, VA: Author.
  • Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157-223). Charlotte, NC: Information Age Publishers and National Council of Teachers of Mathematics.
  • Stein, M., Smith, M., Henningsen, M., & Silver, E. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teacher College.
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
  • Wasserman, N. (Ed.) (2018). Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers. In J. Cai and J. A. Middleton (Eds.), Research in Mathematics Education Series. Cham, Switzerland: Springer.
  • Wood, T. (Ed.). (2008). The International Handbook of Mathematics Teacher Education (Vol. 1-4). The Netherlands: Sense.

 

Papers and chapters

  • Ball, D. L. (1990). Examining the subject matter knowledge of prospective mathematics teachers.  Journal for Research in Mathematics Education, 21(2), 132-143.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15.
  • Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study. Journal of Mathematics Teacher Education, 18(5), 427–445.
  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.

  • Even, R. (1990). Subject matter knowledge for teaching and the case of functions. Educational Studies in Mathematics, 21(6), 521-544.
  • Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction. Journal for Research in Mathematics Education, 27(4), 403-434.
  • Grossman, P. Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2010). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
  • Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58, 47-61.
  • Lampert, M. (1990). When the problem is not the question and the answer is not the solution: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29-63.
  • Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.
  • Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255–281.

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11(6), 499–511.
  • Stigler, J. W., Hiebert, J. (2016). Lesson study, improvement, and the importing of cultural routines. ZDM Mathematics Education, 48, 581-587.
  • Stylianides A. J. & Ball, D. L. (2008). Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education, 11(4), 307–332.
  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.
  • Zazkis, R., & Leikin, R. (2010). Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers. Mathematical Thinking and Learning, 12(4), 263-281.

 

Faculty publications

  • Karp, A. (2010). Analyzing and attempting to overcome prospective teachers’ difficulties during problem-solving instruction. Journal of Mathematics Teacher Education, 13(2), 121-139.
  • Karp, A. (2007). “Once more about the quadratic trinomial...”: On the formation of methodological skills.  Journal of Mathematics Teacher Education, 10(4-6), 405-414.
  • Karp, A. (2004). Conducting research and solving problems: The Russian experience of inservice training. In T. Watanabe & D. Thompson (Eds.), The work of mathematics teacher educators: Exchanging ideas for effective practice (pp. 35-48). Association of Mathematics Teacher Educators (AMTE).
  • Kosheleva, O. & Lyublinskaya, I. (October, 2007). Using innovative fraction activities as a vehicle for examining conceptual understanding of fraction concepts in pre-service elementary teachers mathematical education – In Lamberg, T., & Wiest, L.R. (Eds.),  Proceedings of the 29th annual meeting of the North American Chapter of  the International Group for the Psychology of Mathematics. Education, Stateline (Lake Tahoe), NV: University of Nevada, Reno, 548-550.
  • Lyublinskaya, I., Tournaki, N. (2016) Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings? In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education. (pp. 13–20) Waynesville, NC: AACE.
  • Lyublinskaya, I. (2015) Evolution of a course for special education teachers on integrating technology into math and science. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age. (pp. 532-559) Hershey, PA: IGI Global
  • McGuffey, W., Quea, R., Weber, K., Wasserman, N., Fukawa-Connelly, T., & Mejia-Ramos, J. P. (in press, online first). Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers. International Journal of Mathematical Education in Science and Technology, XX(X), pp. XXX. https://doi.org/10.1080/0020739X.2019.1587021
  • Walker, E. N. (2012). Mathematics, teacher preparation for diversity.  In J. Banks (Ed.), Encyclopedia of diversity in education (pp. 1449-1452).  Thousand Oaks, CA: Sage Publications
  • Walker, E. N., Armour-Thomas, E., & Gordon, E. W.  (2009). Dynamic pedagogy in diverse elementary school classrooms: Examining teachers’ instructional strategies.  In D. Y. White, & J. S. Spitzer (Eds.), Mathematics for every student: Responding to diversity, grades pre-K-5 (pp. 137-147). Reston, VA: National Council of Teachers of Mathematics.
  • Walker, E. N. (2007). Rethinking professional development for elementary mathematics teachers.  Teacher Education Quarterly, 34(3), 113-134.
  • Wasserman, N. (2015). Unpacking teachers’ moves in the classroom: Navigating micro- and macro-levels of mathematical complexity. Educational Studies in Mathematics, 90(1), pp. 75-93.
  • Wasserman, N. (2017a). Making sense of abstract algebra: Exploring secondary teachers’ understanding of inverse functions in relation to its group structure. Mathematical Thinking and Learning, 19(3), 181-201.
  • Wasserman, N. (2017b). Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra. Mathematics Teacher Education and Development, 19(2), 81-103.
  • Wasserman, N. (2018). Knowledge of nonlocal mathematics for teaching. Journal of Mathematical Behavior, 49(1), pp. 116-128.
  • Wasserman, N., Casey, S., Champion, J., & Huey, M. (2017). Statistics as unbiased estimators: Exploring the teaching of standard deviation. Research in Mathematics Education, 19(3), pp. 236-256.
  • Wasserman, N., & Ham, E. (2013). Beginning teachers’ perspectives on attributes for teaching secondary mathematics: Reflections on teacher education. Mathematics Teacher Education and Development, 15(2), pp. 70-96.
  • Wasserman, N., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (in press, online first). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers’ ‘attention to scope’. Journal of Mathematics Teacher Education, XX(X), pp. XXX. https://doi.org/10.1007/s10857-019-09431-6
  • Wasserman, N., Weber, K., Villanueva, M., & Mejia-Ramos, J. P. (2018). Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis. Journal of Mathematical Behavior, 50(1), pp. 74-89.

 

A few TC dissertations

  • Jóhannsdóttir, Björg (2013). The mathematical content knowledge of prospective teachers in Iceland
  • Kovarik, Katherine (2008). Mathematics educators' and teachers' perceptions of pedagogical content knowledge.
  • Sudarsanan, Shalini (2014). Keeping up with the times: How are teacher preparation programs preparing aspiring elementary teachers to teach mathematics under the new standards of today.
  • Waid, Brandie (2018). Pre-service mathematics teacher beliefs and growth mindset assessment practices.

 

Members of the TSG

Nick Wasserman

Alexander Karp

Irina Lyublinskaya

Erica Walker

Contact Us

Program Director: Professor Alexander Karp

Box: 210-M

Teachers College, Columbia University
323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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