Pre-Service Mathematics Teachers as Lesson Designers
Description
This book addresses how pre-service mathematics teachers (PMTs) can be better prepared to design and teach lessons that engage students in reasoning and proving (R&P), a core yet persistently challenging aspect of mathematics education. Building on the European MaTeK project, the book presents a multi-phase intervention developed collaboratively by five universities to enhance PMTs' design capacity in teaching R&P across diverse curricular contexts.
Grounded in current international research, the book combines theoretical and empirical perspectives on R&P, lesson design, and teacher design capacity. It analyzes PMTs' evolving understanding of reasoning, their task and lesson designs, and their reflections on classroom implementation. The findings highlight the transformative potential of international collaboration and structured feedback in preparing teachers for contemporary classrooms.
Combining conceptual clarity with practical examples, the book offers valuable insights for mathematics teacher educators, researchers, and curriculum developers. It contributes to ongoing discussions on how to support teachers in creating learning environments where mathematical reasoning and proof are integral to student learning.
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Persons
Mária Slavícková is Associate Professor of Didactics of Mathematics at Comenius University in Bratislava, Slovakia. Her research focuses on preparing future mathematics teachers, with emphasis on reasoning, proof, lesson design, and integrating technology in teaching.
Nada Vondrová is Full Professor of Mathematics Education at Charles University, Czech Republic. Her research includes teacher knowledge, word problems, and integrating mathematical and language literacy.
Birgit Pepin is Emeritus Professor of Mathematics Education, formerly holding professorships in Norway and the Netherlands. Her research focuses on mathematics curriculum resources, digital tools, and innovative teaching environments.
Iveta Kohanová is Associate Professor of mathematics education at the Norwegian University of Science and Technology (NTNU). Her work focuses on teacher development, assessment, and the use of resources in mathematics education.
Benedetto Di Paola is Associate Professor of Mathematics Education at the University of Palermo (UniPa), Italy. He is Coordinator of the Mathematics Education Research Group (GRIM) and Vice-President of Commission for the Study and Improvement of Mathematics Teaching (CIEAEM), with research on teaching practices in mathematics.
Jakub Michal is Assistant Professor at the Faculty of Education, Charles University, Czech Republic. His research focuses on reasoning-and-proving in school mathematics, teachers' conceptions of proof, and instructional resources.
Isil Isler-Baykal is Assistant Professor of Mathematics Education at Middle East Technical University (METU), Turkey. Her research focuses on algebraic thinking, reasoning, proof, and teacher education.
Didem Akyüz is Professor of Mathematics and Science Education at Middle East Technical University (METU), Turkey. Her research focuses on design-based research, teacher education, and technological pedagogical content knowledge.
Content
1. Introduction 2. Theoretical Background 3. Background of the Study 4. Methodology 5. Results 6. Discussion of Results 7. Conclusions, Limitations, and Implications for Practice 8. Commentary: [Im]Proving Classroom Mathematical Reasoning Through a Lesson-Planning Intervention 9. Commentary: Pre-Service Mathematics Teachers as Lesson Designers
