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Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in this model for technological change is a strategy for sustainability. This is elaborated as the authors discuss their results.

This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations--mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these varied contexts, mathematics teachers refine their conceptions about their craft--the big ideas of mathematics, mathematics-specific pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples from this research to illustrate how this framework has helped us understand the process of learning to teach. This revised version was published online in October 2005 with corrections to the Cover Date.

Describes a framework for examining mathematical discourse and shows how to apply this framework to appreciate the complex relationship between discourse and understanding in mathematics. Focuses on the role of discourse and the different types that emerge as students solve a particular task. (KHR)

Examines the nature of mathematically rich tasks and varied ways in which students respond to these tasks. Explores approaches for using such tasks to foster inquiry that engages children in mathematical practice. (Contains 16 references.) (ASK)

This study used observation and interviews to compare the discourse in workshop sessions that were part of a discrete-mathematics professional-development project for secondary mathematics teachers with the discourse in one participating teacher's high school mathematics classroom. By emphasizing the distinction between univocal and dialogic forms of discourse, the paper examines how the teacher's practice is changing. (SM)

Attempts to shed some light on the relationship between parents and mathematics teachers by examining the role that parents play in mathematics education reform at eight high schools and one laboratory school. (DDR)

The article explores the role of technology in the mathematics classroom and also highlights the ways in which technology can help in the representation of mathematical tasks and concepts. The role of technology plays in the mathematics classroom includes as management tool, communication tool, evaluation tool, motivational tool, and cognitive tool. Technology representation also needs to be emphasized in mathematics instruction in exploring mathematical ideas and problem situation. Included in the article are the sample situations that offers insights on the potential mechanism of solving mathematical problems through the use of technology.

Comments on Alan H. Schoenfeld's article `Toward a Theory of Teaching-in-Context,' published in `Issues in Education,' 1998. Teacher's knowledge, goals, beliefs and mechanisms and the teaching process; Issues of scope; Schoenfeld's Teacher Model Group; Feasibility of the model.

Explores the role of parents in three urban high schools engaged in the reform of mathematics education. Parents and schools; Parents in the educational reform literature; Communication; Involvement with home activities; Participation in decision making.