Deals with a broad range of issues about mathematics teacher education. This book examines teacher education programs from different societies and cultures. It is suitable for a range of international readers, including teacher educators, mathematics educators, graduate students in mathematics education, and various mathematics teachers.

This is a research-based book that deals with a broad range of issues about mathematics teacher education. The book is divided into five sections: Perspectives on Teacher Education; Making Sense of Mathematics; Making Sense of Teaching; Making Sense of the Context of Teaching; and Making Sense of the Complexity of Teacher Education. In each of these sections, internationally acclaimed authors address issues related to the professional development of prospective and in-service mathematics teachers. The text is intended for a broad range of international readers, including teacher educators, mathematics educators, graduate students in mathematics education, and all mathematics teachers. The text examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically throughout the chapters.

Preface. Section I: Perspectives on Teacher Education. Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development
T.J. Cooney. A Review of Research Perspectives on Mathematics Teacher Education
S. Lerman. Section II: Making Sense of Mathematics. Investigating Mathematics and Learning to Teach Mathematics
J.P. da Ponte. Using the Intuitive-Rules Theory as a Basis for Educating Teachers
D. Tirosh, et al. The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics
C. Laborde. Section III: Making Sense of Teaching. Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach
F. Goffree, W. Oonk. Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers
P. Sullivan, J. Mousley. Mathematics Teaching, Teacher Education, and Educational Research: Developing `Practical Theorising' in Initial Teacher Education
K. Ruthven. Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools
A. Sfard, C. Kieran. Section IV: Making Sense of the Context of Teaching. An Approach for Supporting Teachers' Learning in Social Context
P. Cobb, K. McClain. Educating Student Teachers About Values in Mathematics Education
A.J. Bishop. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers
C. Chin, et al. Section V: Making Sense of the Complexity of Teacher Education. Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela
K. Krainer. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners
B. Jaworski. Index.