Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive KnowledgePatrick M. JenlinkChapter 2. Cultivating Dispositions for Teaching and Learning Elementary MathematicsMichelle C. HughesChapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic DifferentialCarmen M. Latterell and Janelle L. WilsonChapter 4. Addressing Math Phobia at its Source: A Case StudyMelinda (Mindy) Eichhorn and Courtney LacsonChapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School MathematicsHeather Crawford-Ferre and Diana L. MossChapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered PedagogyDavid Nurenberg and Se-Ah Kwon SiegelChapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of TeachersSinem Sozen Ozdogan, Didem Akyuz and Erdinc CakirogluChapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two ContextsJennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional DevelopmentSarah Smitherman Pratt and Colleen McLean EddyChapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive KnowledgePatrick M. JenlinkChapter 2. Cultivating Dispositions for Teaching and Learning Elementary MathematicsMichelle C. HughesChapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic DifferentialCarmen M. Latterell and Janelle L. WilsonChapter 4. Addressing Math Phobia at its Source: A Case StudyMelinda (Mindy) Eichhorn and Courtney LacsonChapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School MathematicsHeather Crawford-Ferre and Diana L. MossChapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered PedagogyDavid Nurenberg and Se-Ah Kwon SiegelChapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of TeachersSinem Sozen Ozdogan, Didem Akyuz and Erdinc CakirogluChapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two ContextsJennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional DevelopmentSarah Smitherman Pratt and Colleen McLean EddyChapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

• TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive KnowledgePatrick M. JenlinkChapter 2. Cultivating Dispositions for Teaching and Learning Elementary MathematicsMichelle C. HughesChapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic DifferentialCarmen M. Latterell and Janelle L. WilsonChapter 4. Addressing Math Phobia at its Source: A Case StudyMelinda (Mindy) Eichhorn and Courtney LacsonChapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School MathematicsHeather Crawford-Ferre and Diana L. MossChapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered PedagogyDavid Nurenberg and Se-Ah Kwon SiegelChapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of TeachersSinem Sozen Ozdogan, Didem Akyuz and Erdinc CakirogluChapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two ContextsJennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional DevelopmentSarah Smitherman Pratt and Colleen McLean EddyChapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.