This book highlights innovative approaches to preparing secondary mathematics teachers. Based
on empirical findings gathered in several countries on five continents it provides a wealth of
best practices for preparing secondary mathematics teachers and discusses issues related to
their professional and personal growth such as identity content knowledge and pedagogical
content knowledge which also includes knowledge of integrating technology into teaching and
learning mathematics. Divided into four parts the book focuses on field experiences
technologies tools and resources teacher knowledge and teacher professional identities. Some
of the main threads running through the book are: the importance of university and school
partners working together to ensure preservice secondary mathematics teacher' success in
developing pedagogical strategies that lead toward students' mathematical engagement and
achievement the critical need for preservice secondary mathematics teachers to develop strong
content knowledge and pedagogical content knowledge and the importance of providing
opportunities during pre-service education for developing prospective teachers ´professional
identities.
