Designing Teacher Professional Development for Mathematics Teaching with Variation Theory

In this study, we aimed at demonstrating the power of Variation Theory in exploring the local situation of Indonesian teachers and Teacher Professional Development program. The projection of Variation theory regarding the enterprise of teaching results on the need of sensitivity of students and exemplary teaching strategy that differ with teachers teaching style. Besides, It requires more opportunities for teachers to understand the critical feature of object of learning. By sequence of activity that elaborating variation theory and regards the local situation might imply the improvement of students learning

What mathematics education may prepare students for the society of the future?

This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what mathematical proficiency means in today’s world and what shifts need to be made in both content and pedagogy to prepare students for 21st Century Skills and mathematical reasoning

Reflections on an Emerging Field: Researching Mathematics Teacher Education

This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of five mathematics educators and researchers. The survey included published research in international mathematics education journals, international handbooks of mathematics education and international mathematics education conference proceedings. Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support the development of the field, not make final pronouncements about its nature.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42657/1/10649_2005_Article_5072.pd

ON RIEMANN SURFACES WITH DIHEDRAL GROUP OF AUTOMORPHISMS.

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Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development

As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology – witness the name of the sponsor organisation of this handbook – the output of researchers in mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992)