On a trip through Thailand, Laos and Vietnam, the guide described the countries as‘‘same, same but different.’’ And she was quite right. For example, people in eachcountry eat pho or noodles but each prepared them slightly differently. As I lookedback over the issues of JMTE, it seemed that this phrase could apply to research inmathematics teacher education as well.The ﬁrst editorial I wrote for JMTE was 5.3 in 2002 and there were three papers.One paper was by Miriam Sherin in which she described mathematics teaching andthe dilemmas of a secondary teacher. Here the central point was that differentinterpretations of student learning exist between conventional and reform or inquirypedagogy. The conventional view holds that interpreting what students have or havenot learned is the intended goal, while the other perspective sees interpreting aswhat students seemingly understand at the moment about the intended goal. In thisissue, Janet Ainley proposes that teachers’ capacity for reading their students in thesituation that she calls ‘‘attention-dependent knowledge’’ is critical. Ainley conjec-tures that it is attention-dependent knowledge that enables teachers to acteffectively in response to what happens during the lesson—a theme very similar toSherin’s earlier reporting of the teacher’s attempts to attend to what the studentsseem to understand at the moment.A second article in that original issue was by Johanna Massingila and HelenDoerr, who provide information about tools (multimedia case studies) as ways forprospective teachers to learn about new practices. In this issue, Sarah Hough, NancyO’Rode, Nancy Terman, and Julian Weissglass describe using concept maps (basedon Novak 1984) to promote teacher learning. Asking teachers to compare andcontrast their before and after concept maps served as a means for teachers to assess,for themselves, what they had learned. The theme is the same, teacher learning usingtools, but the approach has advanced to include an approach by which teachers canmeasure
their own learning.
T. Wood (
)Purdue University, West Lafayette, IN, USAe-mail: email@example.com
J Math Teacher Educ (2007) 10:1–2DOI 10.1007/s10857-007-9028-x
Same, same but different
Received: 23 January 2007/Accepted: 23 January 2007/Published online: 23 February 2007
Springer Science+Business Media B.V. 2007