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2024-08-01T07:36:45+02:00

Book Title: Building the Foundations: Effective and Equitable Approaches in Mathematics Teacher Preparation

Book Editor:

Babawande E. Olawale (PhD)
bolawale@ufh.ac.za and beolawale@outlook.com
School of Further and Continuing Education
Faculty of Education
University of Fort Hare
Republic of South Africa

BACKGROUND

Teacher preparation programmes play a crucial role in shaping the knowledge, skills, and attitudes of prospective mathematics teachers. However, there is considerable variation in the methods employed to train these educators (Prestigiacomo et al., 2020; Olawale, 2022; Khasawneh, 2023; Blundell et al., 2023; Olawale, 2024a), giving rise to concerns about the effectiveness and fairness of these programmes. Although extensive research has been conducted on teacher preparation in general (Darling-Hammond, 2020; Tankiz & Uslu, 2023), the specific field of mathematics education remains relatively unexplored. Furthermore, existing research provides some insights into the overall impact of teacher preparation programmes on student outcomes (Boyd et al., 2009; Olawale, 2024b), but there is limited information on how different programme components, such as coursework, field experiences, forms of assessments and mentorship, contribute to teachers' development and readiness to teach mathematics.

Moreover, there is a gap in the literature regarding the incorporation of cultural competence and diversity training in teacher preparation programs. It is essential to investigate how these programmes integrate culturally responsive teaching practices, address implicit biases, and promote equity and social justice in mathematics education. Understanding how these elements affect the effectiveness of pre-service teachers in diverse classrooms is of utmost importance.

To address these gaps, the book will offer a comprehensive overview of diverse approaches to teacher preparation programmes in mathematics. Educators, researchers, and policymakers are invited to submit abstracts examining innovative approaches to mathematics teacher preparation. This book aims to present current research, best practices, and promising innovations in the realm of mathematics teacher education.

Therefore, the editor welcomes empirical research, conceptual and theoretical contributions, and review papers. The book seeks to deepen our understanding of how to effectively equip mathematics teachers to meet the diverse needs of their students and contribute to the advancement of the field of mathematics education.

SUBMISSION PROCESS

Prospective contributors are invited to submit abstracts to the book editor at bolawale@ufh.ac.za and beolawale@outlook.com and copy Publisher@errcd.com using the subject line “Mathematics Teacher Preparation.”

ABSTRACTS FOR CHAPTERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Should clearly outline the focus, methodology, and significance of the chapter
Five keywords

TIMEFRAME (July 23^rd, 2024–April 30^th, 2025)

Abstract submission begins on July 23 and ends on August 30 2024.
Abstracts are accepted or rejected within five days after the deadlines, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter.
The guidelines for the full chapters will be provided alongside the abstract acceptance letter. However, the length of the full chapter is between 4000 to 7000 words, including references. APA 7^th Edition citation, formatting, and referencing style applies.
A similarity index of 10% or less is required for an abstract and the full chapter to be considered for review. Upon submission, all abstracts and chapters will undergo screening using Turnitin software.

PUBLICATION TIMELINES

Abstracts submission deadline: August 30, 2024
Abstracts review and notification: September 15, 2024
Deadlines for the full chapter: November 30, 2024
Deadlines for review reports: January 30, 2025
Revised chapter submission deadline: February 30, 2025
Publication date: April 30, 2025

PUBLICATION MODE

The book will be published as an open access resource, available both in hard copy and online. Each chapter within the book will have its own Digital Object Identifier (DOI) and will be accessible online.

EDITOR’S PROFILE

Babawande Emmanuel OLAWALE is an esteemed researcher and educator specialising in mathematics education at the School of Further and Continuing Education (SFCE), Faculty of Education, University of Fort Hare, South Africa. He obtained a PhD in Education with a focus on mathematics education from the University of Fort Hare. His research delves into the intricacies of teaching and learning mathematics, with a particular emphasis on the training of mathematics teachers and the integration of ethnomathematical perspectives. In the domain of mathematics teacher preparation, his work examines the enhancement of teachers' mathematical knowledge, pedagogical beliefs, and classroom practices. His research contributes to the development of teacher education programmes that cultivate reflective and effective mathematics educators. Over the past five years, he has published more than 40 articles and book chapters in accredited journals. Currently, he holds the position of Acting Research Coordinator in the School of Further and Continuing Education (SFCE) at the University of Fort Hare. He serves as an editor for the Journal of Matematika dan Pembelajaran at Institut Agama Islam Negeri, Indonesia. Additionally, he is an active reviewer for reputable journals such as the South African Journal of Education (SAJE), Perspective in Education (PiE), and Cogent Education (Taylor & Francis). He is an active member of esteemed scientific associations, including the South African Education Research Association (SAERA), the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), and the Mathematics Association of Nigeria (MAN). His dedication to excellence in teaching and research has garnered him commendations and recognition within the field.

REFERENCES

Blundell, C. N., Mukherjee, M., & Nykvist, S. (2023). Exploring contradictions in pre-service teachers' feedback about inquiry-based collaborative learning. Action in Teacher Education, 45(4), 337-354. https://doi.org/10.1080/01626620.2023.2251420

Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129

Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464

Khasawneh, Y. J. A. (2023). An investigation of pre-service teacher preparation programs in teacher education and Co-teaching models. Information Sciences Letters, 12(7), 2849-2857. https://doi.org/10.18576/isl/120714

Olawale, B. (2024a). Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers. Journal of Learning and Teaching in Digital Age, 9(2), 55–63. https://doi.org/10.53850/joltida.1359772

Olawale, B. E. (2022). Democratic citizenship in mathematics teacher preparation in South African universities: Contradictions in theory and practice. International Journal of Pedagogy and Teacher Education, 6(2), 126-139. https://doi.org/10.20961/ijpte.v6i2.61574

Olawale, B. E. (2024b). Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers' Teaching Practices during School Experiences. Education Sciences, 14(7), 762. https://doi.org/10.3390/educsci14070762

Prestigiacomo, R., Hunter, J., Knight, S., Martinez-Maldonado, R., & Lockyer, L. (2020). Data in practice: A participatory approach to understanding pre-service teachers' perspectives. Australasian Journal of Educational Technology, 36(6), 107-119.

Tankiz, E., & Atman Uslu, N. (2023). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, 28(4), 1515-1537. https://doi.org/10.1007/s10758-022-09593-y

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