Introduction: Borders in Mathematics Pre-service Teacher Education -- Part I: Curricular Borders in Mathematics Pre-service Teacher Education -- Chapter 1: Secondary Pre-Service Teachers’ Experiences in a Numeracy Course -- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division -- Chapter 3 - Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom -- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education -- Chapter 5: “They’re Completely Unrelated”: Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs -- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education -- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice -- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education -- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries -- Part III: Societal Borders in Mathematics Pre-service Teacher Education -- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education -- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education -- Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators -- Chapter 13: Supporting Pre-Service Teachers’ Knowledge for Teaching Authentic Mathematics -- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education -- Chapter 14: Immigrant Mathematics Pre-Service Teachers -- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances -- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries. .

This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.