A Review of Research Perspectives on Mathematics Teacher Education

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Making Connections in Practice (2013, background): “We understand teacher learning as a sociocultural activity wherein PSTs develop understandings and practices as they interact over time in multiple communities, such as mathematics methods courses, elementary classrooms, and children’s homes and communities (Lerman, 2001; Wenger, 1998).”
Mathematics Teachers' Positions and Practices in Discourses of Assessment (2002, background): “For example, it provides an alternative way of looking at teachers’ beliefs, usually seen as private, individual belief systems (see Lerman, 2001).”
Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom (2015, background): “(Lerman, 2001; Pajares, 1992; Pepin, 1999), this model pragmatically integrates beliefs and convictions as aspects of professional knowledge.”
Beliefs and Attitudes in Mathematics Education: New Research Results (2009, background): “Lerman (2001) identifies two major strands of research concerning beliefs: analysis and classification of beliefs, and monitoring changes in beliefs over time.”