ICMI Study on the Professional Education & Development of Teachers of Mathematics

Co-Chairs

Deborah Loewenberg Ball, University of Michigan, USA

Ruhama Even, Weizmann Institute of Science, ISRAEL

Members of the International Committee

Jo Boaler, Stanford University, USA

Chris Breen, University of Cape Town, SOUTH AFRICA

Fr?d?ric Gourdeau, Universit? Laval, CANADA
Marja van den Heuvel-Panhuizen, Utrecht University, NETHERLANDS

Barbara Jaworski, Agder University College, NORWAY

Gilah Leder, La Trobe University, AUSTRALIA

Shiqi Li, East China Normal University, CHINA

Romulo Lins, State University of Sao Paulo at Rio Claro, BRAZIL

Jo?o Filipe Matos, Universidade Lisboa, PORTUGAL

Jarmila Novotna, Charles University, CZECH REPUBLIC

Aline Robert, IUFM de Versailles, FRANCE

Study assistants

Michal Ayalon, Weizmann Institute of Science, ISRAEL (ex-M.Sc. student)

Terri Ridenout, University of Michigan, USA

Summary

In 2001 the Executive Committee of the International Commission on Mathematical Instruction (ICMI) invited me to co-chair with Deborah L. Ball the 15th ICMI Study. (The series of ICMI Studies investigate themes of particular significance to contemporary mathematics education.) Our mission was to investigate practices and programs of mathematics teacher education in different countries, and to contribute to an international discourse about the professional education and development of prospective and practicing teachers of mathematics. Toward this end, the first phase of the Study was the writing and dissemination of a Discussion Document announcing the Study and inviting contributions. The second phase of the Study was the Study Conference, held in Brazil in 2005, bringing together 147 scholars and practitioners from 35 countries to discuss the professional formation of teachers of mathematics.

The publication of the Study Volume – a Report of the Study’s achievements, products and results – was the third phase of the Study. The Volume, published by Springer, set the stage for the Study, and contains two main sections: (a) Initial mathematics teacher education, and (b) Learning in and from practice. To spur research in this field, the Volume presents also the thinking of key people about major problems of practice and policy. Finally, we suggest three main problems that could profit from stronger and more systematic international connections focused on improving the education and professional development of teachers: (1) the need to focus teachers’ education on practice, (2) the identification and development of teacher educators, and (3) the need for valid and reliable assessments of teachers’ learning. The book was one of the top 25% most downloaded eBooks in the relevant Springer eBook Collection in 2012.

Related publications

  • Even, R. & Ball, D. L. (Eds.) (2009). The professional education and development of teachers of mathematics – the 15th ICMI Study. New York, NY: Springer.
  • Even, R. & Ball, D. L. (2009). Setting the stage for the ICMI Study on the professional education and development of teachers of mathematics. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics – the 15th ICMI Study (pp. 1-10). New York, NY: Springer.
  • Ball, D. L. & Even, R. (2009). Strengthening practice in and research on the professional education and development of teachers of mathematics: Next steps. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics – the 15th ICMI Study (pp. 255-260). New York, NY: Springer.