International handbook of mathematics teacher education. / Volume 3. : Participants in Mathematics Teacher Education / / 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...
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| Superior document: | The International Handbook of Mathematics Teacher Education; 3 |
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| TeilnehmendeR: | |
| 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). |
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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.