ABSTRACT
What is the nature of current research on the education of prospective elementary and secondary school teachers of mathematics? In Ponte and Chapman (2008) we addressed this question based on a review of studies published in 1998 to 2005. In this chapter we build on this work by extending the review from 2006 to 2013. We begin with a brief sketch of the landscape of teacher education that provides an organizing image for the relations among the main topics and the related issues addressed in the chapter. We then present and discuss studies that provide insights into these various topics, which include: the nature of prospective teachers’ mathematics knowledge; knowledge of mathematics teaching; professional identity; learning approaches to support development of, or growth in, this knowledge; and teacher education program elements. We end with a reflection on the nature of this domain of research, and on the opportunities and constraints it offers for moving the field of mathematics teacher education forward.
