Mathematics Teacher Education in a Globalized Age

Abstract

Globalization has a significant bearing on mathematics teacher education and there is need for a comprehensive restructuring to meet the demands of the interconnected world. This study advocates for a paradigm shift that encompasses cross-cultural competencies, linguistic diversity, and a nuanced understanding of global educational trends. It further highlights the significant influence of virtual learning environments (VLEs) in responding to the challenges posed by globalization and emphasizes the synergy between VLEs and heutagogical practices. Drawing from the cited case studies and other existing literature, this chapter underscores the departure from conventional pedagogical methods towards a learner-cantered, self-determined approach. The chapter concludes by discussing the far-reaching implications for policy, practice, and theory, urging stakeholders to recognize the benefits of heutagogy in preparing mathematics teachers for the complexities of the twenty-first century teaching and learning.