International handbook of mathematics teacher education. / Volume 1. : Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development / / edited by Despina Potari and Olive Chapman.

• Superior document: International handbook of mathematics teacher education 1
• TeilnehmendeR: Chapman, Olive,; Potari , Despina,
• 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 ; 1
• Physical Description: 1 online resource (ix, 419 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 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook.

Table of Contents

Part 1: 1: Mathematical subject knowledge for teaching primary school mathematics: evidence and models for professional development -- 2: Building teachers' capacity in mathematics authentic assessment -- 3: Mathematics conceptual knowledge for teaching: helping prospective teachers know mathematics well enough for teaching -- 4: Researching mathematical knowledge in teaching

Part 2: Mathematics teacher beliefs about mathematics and its teaching -- 5: Mathematics teachers' cultural beliefs: the case of lesson study -- 6: Mathematical creativity in the classroom: teachers' conceptions and professional development

Part 3: The interplay of mathematics teacher identity, beliefs and knowledge -- 7: Beliefs and pedagogical content knowledge for teachers --8: Developing professional knowledge and identities of non-specialist teachers of mathematics

Part 4: Mathematics teaching and its development -- 9: Mathematics teachers committed to equity: a review of teaching practices -- 10: Inquiry-based practice in University mathematics teaching development -- 11: Teacher decision making: developments in research and theory

Part 5: From mathematics teaching practices to teacher education -- 12: Exemplifying with variation and its development in mathematics teacher education -- 13: Mathematics teaching practices and practice-based pedagogies: a critical review of the literature since 2000 -- 14: Seeing mathematics through the lens of children's mathematical thinking: perspecitve on the development of mathematical knowledge for teaching.