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Opening Another Black Box: Researching Mathematics for Teaching in Mathematics Teacher Education

Jill Adler, Zain Davis 

July 2006, Volume 37, Issue 4, Page 270

This article describes an investigation into mathematics for teaching in current teacher education practice in South Africa. The study focuses on formal evaluative events across mathematics teacher education courses in a range of institutions. Its theoretical orientation is informed by Bernstein's educational code theory and the analytic frame builds on Ball and Bass' notion of "unpacking" in the mathematical work of teaching. The analysis of formal evaluative events reveals that across the range of courses, and particularly mathematics courses designed specifically for teachers, compression or abbreviation (in contrast to unpacking) of mathematical ideas is dominant. The article offers theoretical and practical explanations for why this might be so, as well as avenues for further research.

Research Summaries
Calculus and Higher Level Mathematics
Conceptual Development
Grades 6-8
Grades 9-12
Math Coordinator / Coach
Geometry & Measurement
Numbers and Operations
Professional Development / Teacher Education
Student Work
Reasoning and Proof