International handbook of mathematics teacher education. / Volume 2. : Tools and processes in mathematics teacher education / / edited by Salvador Llinares 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 look back beyond and within the last 10 years to establish the state-of-the-a...
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| Superior document: | The International Handbook of Mathematics Teacher Education; 2 |
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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;
2. |
| Physical Description: | 1 online resource (xii, 441 pages) |
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Table of Contents:
- Part 1: Video, tasks to promote reflective skills and lesson de-brief conversations as tools in mathematics teacher education
- 1: Leveraging the power of video for teaching learning: a design framework for mathematics teacher educators
- 2: Tasks promoting prospective mathematics teachers' reflective skills: focus on individual differences
- 3: Learning to teach mathematics: the lesson de-brief conversation
- Part 2: Technological tools and technological mediation in mathematics teacher education
- 4: Technology as a curriculum instrument
- 5: Digital curriculum resources in/for mathematics teacher learning: a documentational approach perspective
- 6: Prospective and practicing teachers and the use of digital technologies in mathematical problem-solving approaches
- 7: Computational modelling in elementary mathematics teacher education
- 8: Technology tools for mathematics teacher learning: how might they support the development of capacity for specific teaching assignments?
- Part 3: Conceptual instrumentation in mathematics teacher education: learning to use theories to analyze teaching
- 9: The fractal complexity of using theories in mathematics teacher education: issues and debates, opportunities and limitations
- 10: Controlled implementations: teaching practice to practising mathematics teachers
- 11: Noticing as a tool to analyze mathematics instruction and learning
- 12: Theoretical lenses to develop mathematics teacher noticing: learning, teaching, psychological, and social perspectives 13: Transcending contemporary observations: the development of a model for teacher professional development
- Part 4: Crosscutting issues on tools and process in mathematics teacher education
- 14: Using professional development contexts to structure prospective teacher education
- 15: From tools to resources in the professional development of mathematics teachers: general perspectives and crosscutting issues.