Titlebook: Borders in Mathematics Pre-Service Teacher Education; Nenad Radakovic,Limin Jao Book 2020 Springer Nature Switzerland AG 2020 mathematics

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Drawing Inferences from Conditionalsrimary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have

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Drawing Inferences from Conditionalsted States and Hungary; and (2) the border between the roles of the student and the teacher.. (BSME) is a study abroad program for American students interested in the learning and teaching of secondary school mathematics. Participants spend a semester in Budapest and learn about the Hungarian mathem

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Closure-Invariant Rationality Postulates of mathematics education. Little work has been done within the field to understand the evolving landscape these communities present and the boundaries that educators, both new and old, create, cross, or demolish through community participation. In this chapter, we draw upon theoretical work in comm

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Drawing Inferences from Conditionalspatrolled, maintained, and defended by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. We draw on Thomas Nail’s and Gloria Anzaldúa’s theories about borders to elaborate on processes of social division around gender and sexuality in mathematics educatio

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Formal Approaches to Concurrency, of color who were enrolled in an AP Statistics classroom, characterized by high-quality implementation of ambitious and equity-oriented instruction. Data includes interviews with focal students, an interview with the teacher, and 6 months of classroom observations. The purpose of this chapter is to

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Fundamentals of Deductive Program Synthesis,s. In doing so, we think of borders in two ways: methodological borders between Western academic methodologies and non-Western worldviews and borders created by standardization of teacher education in the United States. After establishing methodological borders and the ways to cross them, we use the

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Luis Fari?as del Cerro,Andreas Herzigone another. We report on PSTs’ written reflections of what they learned through experiencing the testing activity and situate their experiences in related literature and recommendations for reform-based mathematics.

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