Introduction: Borders in Mathematics Pre-service Teacher Education (Limin Jao, McGill University, Canada and Nenad Radakovic, College of Charleston, United States of America)
Section One: Curricular Borders in Mathematics Pre-service Teacher Education
Chapter 1 - Secondary pre-service teachers' experiences in a numeracy course (Jennifer Hall and Helen Forgasz, Monash University, Australia) - see attached abstract
Chapter 2 - Continuous directed scaling: Using dynamic diagrams to model multiplication and division (Justin Dimmel and Eric Pandiscio, University of Maine, USA) - see attached abstract
Chapter 3 - Developing mathematical thinking within pre-service teachers (Potential authors chosen, agreement of contribution to be confirmed)
Chapter 4 - Coding in the mathematics classroom (Potential authors chosen, agreement of contribution to be confirmed)
Section Two: Programmatic Borders in Mathematics Pre-service Teacher Education
Chapter 5 - "They're completely unrelated" Investigating field experiences, methods courses, content courses in teacher education programs (Limin Jao, McGill University, Canada)
Chapter 6 - Elementary versus secondary: Crossing divisions in teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 7 - Initiating mathematics pre-service teachers into a Community of Practice (Potential author chosen, agreement of contribution to be confirmed)
Chapter 8 - Practice-based pedagogy in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 9 - The co-evolution of the mathematics pre-service teacher classroom and the elementary classroom: A process that integrates boundaries (Tina Rapke, York University, Canada) - see attached abstract
Section Three: Societal Borders in Mathematics Pre-service Teacher Education
Chapter 10 - Blurring gender lines in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 11 - Cultural borders in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 12 - Navigating and negotiating race and racial identity in mathematics: Teaching and learning lessons for teachers and teacher educators (Mahtab Nazemi, Thompson Rivers University, Canada)
Chapter 13 - Supporting pre-service teachers' knowledge for teaching authentic mathematics (Nenad Radakovic and mutindi ndunda, College of Charleston, USA)
Section Four: Geographic Borders in Mathematics Pre-service Teacher Education
Chapter 14 - Immigrant mathematics pre-service teachers (Potential author chosen, agreement of contribution to be confirmed)
Chapter 15 - Refugees and the migrant crisis: Preparing pre-service mathematics teachers to deal with challenging circumstances (Potential author chosen, agreement of contribution to be confirmed)
Chapter 16 - Developing teacher knowledge in pre-service teachers: An approach based on crossing multiple boundaries (Réka Szász, Budapest Semesters in Mathematics Education, Hungary and Ryota Matsuura, St. Olaf College, USA) - see attached abstract
About the Author: Nenad Radakovic is an Assistant Professor and Mathematics Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators.
Limin Jao received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years.
