Challenges, Reforms, and Learning in Initial Teacher Education

Author:

Anthony Glenda,Cooke Audrey,Muir Tracey

Publisher

Springer Singapore

Reference100 articles.

1. Afamasaga-Fuata’i, K., & Sooaemalelagi, L. (2014). Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools. Journal of Mathematics Teacher Education, 17(4), 331–368.

2. Aitken, G., Sinnema, C., & Meyer, F. (2013). Initial teacher education outcomes: Standards for graduating teachers. Auckland, NZ: University of Auckland.

3. Anakin, M., & Linsell, C. (2014). Foundation content knowledge: Pre-service teachers as half-empty or becoming fluent? In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 722–725). Sydney: MERGA.

4. Anthony, G., Beswick, K., & Ell, F. (2012). The professional development of prospective teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia 2008–2011 (pp. 291–312). Rotterdam, The Netherlands: Sense Publishers.

5. Anthony, G., Hunter, J., & Hunter, R. (2015a). Learning to professionally notice students’ mathematical thinking through rehearsal activities. Mathematics Teacher Education and Development, 17(2), 7–24.

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