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).

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.

Table of Contents

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

Part 2: Collaborations among diverse participants -- 6: Collaborations between mathematics educators and mathematicians for mathematics teacher education in the United States -- 7: Research-practice partnerships in mathematics teacher education -- 8: Boundary objects in mathematics education and their role across communities of teachers and researchers in interactions -- 9: Building multidirectional learning opportunities between researcher, teacher, and the teacher educator communities -- 10: School and University based mathematics teacher educators' shared expertise in a third space

Part 3: Participation and development across contexts and perspectives -- 11: Prospective teachers learning to connect to multiple mathematical knowledge bases across multiple contexts --12: Supporting the development of pedagogical judgement: connecting instruction to contexts through classroom video with experienced mathematics teachers -- 13: Prospective mathematics teachers as learners in University and School contexts: from University-based activities to classroom practice -- 14: Practising mathematics teachers and teacher-education initiatives: context and possibilities for identity development -- 15: Organising schools for teacher and leader learning.