Constructing Knowledge for Teaching Secondary Mathematics

Tasks to enhance prospective and practicing teacher learning

  • Orit Zaslavsky
  • Peter Sullivan

Part of the Mathematics Teacher Education book series (MTEN, volume 6)

Table of contents

  1. Front Matter
    Pages 1-1
  2. Part I

  3. Part I

  4. Part II

    1. Front Matter
      Pages 141-141
    2. Barbara Jaworski, Simon Goodchild, Stig Eriksen, Espen Daland
      Pages 143-160
    3. Catherine Lewis, Shelley Friedkin, Elizabeth Baker, Rebecca Perry
      Pages 161-176
    4. Berinderjeet Kaur, Tin Lam Toh
      Pages 177-188
  5. Part III

    1. Front Matter
      Pages 189-189
    2. Michal Yerushalmy, Galit Botzer
      Pages 191-207
    3. Michela Maschietto, Maria G. Bartolini Bussi
      Pages 227-245
  6. Part IV

  7. Back Matter
    Pages 310-310

About this book


Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents.

This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice).

This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.

This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.


Barriers to Student Learning Designing and Solving Problems Inventive Ideas Student Dispositions Student Thinking Study of Practice Tools for Teaching

Editors and affiliations

  • Orit Zaslavsky
    • 1
  • Peter Sullivan
    • 2
  1. 1.Dept. Education in Technology &, ScienceTechnion- Israel Institute of TechnologyTechnion City, HaifaIsrael
  2. 2.Fac. EducationMonash UniversityClaytonAustralia

Bibliographic information