Borders in Mathematics Pre-Service Teacher Education

Introduction: Borders in Mathematics Pre-service Teacher Education.- Part I: Curricular Borders in Mathematics Pre-service Teacher Education.- Chapter 1: Secondary Pre-Service Teachers' Experiences in a Numeracy Course.- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division.- Chapter 3 - Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom.- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education.- Chapter 5: "They're Completely Unrelated": Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs.- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education.- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice.- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education.- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries.- Part III: Societal Borders in Mathematics Pre-service Teacher Education.- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education.- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education.-  Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators.- Chapter 13: Supporting Pre-Service Teachers' Knowledge for Teaching Authentic Mathematics.- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education.- Chapter 14: Immigrant Mathematics Pre-Service Teachers.- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances.- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries. 

Nenad Radakovic is an Assistant Professor and Mathematics Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators.

Limin Jao received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years.

"The multiple perspectives, paradigms, and issues addressed across the chapters of this book will make it a useful addition to the libraries of scholars whose teaching or research involves mathematics pre-service teacher education." (Duane Graysay, MAA Reviews, November 14, 2021)