Description
Book SynopsisThis third volume of the International Handbook of Mathematics Teacher Education focuses on teachers, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers, with emphasis on describing and analysing their engagement in mathematics teacher education collaborations and contexts from various perspectives.
Table of ContentsPreface Olive Chapman List of Figures and Tables Collaborations and Contexts for Participation and Learning in Mathematics Teacher Education: An Introduction Gwendolyn M. Lloyd Part 1: Mathematics Teachers in Collaboration 1. Frameworks for Analyzing Collaborative Teacher Activity David Slavit 2. Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities: Perspectives from Israel and Singapore Berinderjeet Kaur and Ronnie Karsenty 3. Creativity and Openness as Indicators of Professional Growth of Leaders in Communities of Practice of Teachers Who Teach the High-Level Track of High School Mathematics Roza Leikin and Revital Aizik 4. Lesson Study as a Learning Context in Mathematics Education João Pedro da Ponte Geoffrey Wake and Marisa Quaresma 5. Nothing Like Planning and Reflecting Together to Build Trust: Studies on Teams of Practicing Mathematics Teachers’ and Coaches’ Collaboration Wanty Widjaja Colleen Vale and Brian Doig Part 2: Collaborations among Diverse Participants 6. Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States Fran Arbaugh, Rebecca McGraw and Cody L. Patterson 7. Research-Practice Partnerships in Mathematics Teacher Education Rossella Santagata, Jiwon Lee and Carlos Sandoval 8. Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in Interaction Ornella Robutti, Gilles Aldon, Annalisa Cusi, Shai Olsher, Monica Panero, Jason Cooper, Paola Carante and Theodosia Prodromou 9. Building Multidirectional Learning Opportunities between Researcher, Teacher, and Teacher Educator Communities Mellony Graven 10. School- and University-based Mathematics Teacher Educators’ Shared Expertise in a Third Space Courtney Lynch Rice and Gwendolyn M. Lloyd Part 3: Participation and Development across Contexts and Perspectives 11. Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts Erin Turner, Tonya Gau Bartell, Corey Drake, Mary Foote, Amy Roth McDuffie and Julia Aguirre 12. Supporting the Development of Pedagogical Judgment: Connecting Instruction to Contexts through Classroom Video with Experienced Mathematics Teachers Ilana Seidel Horn 13. Prospective Mathematics Teachers as Learners in University and School Contexts: From University-based Activities to Classroom Practice Laurinda Brown, Ceneida Fernández, Tracy Helliwell and Salvador Llinares 14. Practising Mathematics Teachers and Teacher-Education Initiatives: Contexts and Possibilities for Identity Development Leticia Losano and Dario Fiorentini 15. Organising Schools for Teacher and Leader Learning Elham Kazemi and Alison Fox Resnick Index
