Examining the Mathematics in Mathematics Teacher Education

Abstract

Central to the preparation of mathematics teachers is their preparation in mathematics. Consequently, a careful examination of the nature ofteachers , mathematical experiences is warranted. There are many factors that influence the teaching ofmathematics including the historical development of mathematics with its inherent formalism. This linkage will be explored along with a review of research on teachers' beliefs and knowledge of mathematics as beliefs and knowledge relate to teacher change. We conclude that this research suggests that teachers are not always well positioned to adopt a more reform-and process-oriented teaching style that moves beyond the usual formalism in the teaching of mathematics. Grounded in this review of the literature, three principles for teaching preservice teachers mathematics will be presented. These principles are: (a) treating mathematics as a pluralistic subject, (b) providing teachers with opportunities to understand and reflect on school mathematics, and (c) enabling teachers to experience mathematics as a process. We will discuss and illustrate these principles using a specific mathematical problem solved from a variety of perspectives.