International handbook of mathematics teacher education. / Volume 3. : Participants in Mathematics Teacher Education / / edited by Gwendolyn M. Lloyd and Olive Chapman.

• Superior document: The International Handbook of Mathematics Teacher Education; 3
• TeilnehmendeR: Lloyd, Gwendolyn M.,; Chapman, Olive,
• Place / Publishing House: Leiden, The Netherlands : : Brill Sense,, 2020.
• Year of Publication: 2020
• Edition: Second edition.
• Language: English
• Series: The International Handbook of Mathematics Teacher Education; 3.
• Physical Description: 1 online resource (xi, 421 pages).
• Other title: Part 1: Mathematics teachers in collaboration -- 1: Frameworks for analyzing collaborative teacher activity -- 2: Collaborative construction of knowledge by mathematics teachers in their professional development communities: Perspectives from Israel and Singapore -- 3: Creativity and openness as indicators of professional growth of leaders in communities of practice teachers who teach the high-level track of high school mathematics -- 4: Lesson study as a learning context in mathematics education -- 5: Nothing like planning and reflecting together to build trust: studies on teams of practicing mathematics teachers' and coaches' collaboration
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004419233
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Gwendolyn M. Lloyd and Olive Chapman.

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider enhancing and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 3, Participants in Mathematics Teacher Education, focuses not only on prospective and practicing teachers as learners but also on school colleagues, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers. The emphasis is on describing and analysing participants’ engagement in mathematics teacher education collaborations and contexts from various perspectives. Thus, as the third volume in the series, it further broadens our understanding of the development of mathematics teachers.