Table of Contents

Preface.
Chapter 1. Questions Facing Mathematics Teacher Education: An Introduction to the Volume; Christine Suurtamm, Mary Ann Huntley, Denisse R. Thompson.
Chapter 2. The Crosscurrents of Swedish Mathematics Teacher Education; Iben Maj Christiansen, Anette de Ron, Andreas Ebbelind, Susanne Engström, Susanne Frisk, Cecilia Kilhamn, Veronica Jatko Kraft, Yvonne Liljekvist, Mathias Norqvist, Rimma Nyman, Lisa Österling, Hanna Palmér, Anna Pansell, Astrid Pettersson, Kerstin Pettersson, Inger Ridderlind, Christina Skodras, Kicki Skog, Lovisa Sumpter.
Chapter 3. Teacher Training in Mathematics in France; Nadine Grapin, Nathalie Sayac.
Chapter 4. Mathematics Teacher Education in Malawi; Everton Lacerda Jacinto, Mercy Kazima, Arne Jakobsen, Raymond Bjuland.
Chapter 5. Mathematics Teacher Education in Singapore; Eng Guan Tay, Berinderjeet Kaur.
Chapter 6. Mathematics Teacher Education in Aotearoa New Zealand; Glenda Anthony, Raewyn Eden.
Chapter 7. Education of Teachers who Teach Mathematics in Brazil; Celi Espasandin Lopes, Adair Mendes Nacarato.
Chapter 8. Mathematics Teacher Education in the United States with a Focus on Innovations in Recruitment and Equitable Instructional Practices; Amy Roth McDuffie, Tariq Akmal, Mary Q. Foote.
Chapter 9. Mathematics Teacher Education in Canada: Emerging Possibilities in Engaging with Indigenous Perspectives; Florence Glanfield, Christopher Charles.
Chapter 10. Reflections on Commonalities and Challenges in Mathematics Teacher Education Across Eight Countries; Mary Ann Huntley, Denisse R. Thompson, Christine Suurtamm.
Biographies.

Reviews

International Perspectives on Mathematics Teacher Education explores different facets of mathematics teacher education in eight countries across five continents. The authors and editors answer important questions and open the door to critical conversations about policies and practices related to mathematics teacher recruitment, preparation, and professional development, among other topics. Every reader will develop new perspectives as they learn how one institution is engaging with Indigenous perspectives while other countries struggle with an insufficient supply of certified teachers. This book clearly demonstrates challenges, constraints, nuances and complexities to initiating and maintaining improvement across systems to enhance the work and spaces of mathematics teachers within different historical, cultural, social, and political contexts. This volume also generates ideas and opportunities for leaders, policymakers, and teacher educators to consider and learn from international colleagues about different approaches to mathematics teacher education practice and policy. Undoubtedly, debates about standards, content and experiences in programs, and accountability structures such as accreditation will continue. It is clear from the insights in this volume that strengthening mathematics teacher education will require stronger collaborations, frameworks, policies, infrastructure, and investments on a global scale and it will be critical to collaborate with and learn from colleagues in international settings. These conversations will require reciprocity, interdependence, and resilience as we pursue the ultimate goal of equipping the field of mathematics teacher education.""- Kathryn Chval, Dean, College of Education, Professor of Mathematics Education, University of Illinois Chicago