Knowledge and beliefs in mathematics teaching and teaching development / / Edited by Peter A. Sullivan and Terry Wood.

• Superior document: The International Handbook of Mathematics Teacher Education ; 1
• TeilnehmendeR: Wood, Terry Lee, 1942-; Sullivan, Peter, 1948-
• Place / Publishing House: Rotterdam, Netherlands : : Sense Publishers,, [2008]; ©2008
• Year of Publication: 2008
• Language: English
• Series: The International Handbook of Mathematics Teacher Education ; 1.
• Physical Description: 1 online resource
• Notes: Bibliographic Level Mode of Issuance: Monograph

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 to enhance 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. Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.

Table of Contents

Preliminary Material / Peter Sullivan and Terry Wood -- Knowledge for Teaching Mathematics / Peter Sullivan -- Mathematical Discipline Knowledge Requirements for Prospective Primary Teachers, and the Structure and Teaching Approaches of Programs Designed to Develop That Knowledge / Mike Askew -- Mathematical Preparation of Prospective Elementary Teachers / Yeping Li , Yunpeng Ma and Jeongsuk Pang -- Discipline Knowledge Preparation for Prospective Secondary Mathematics Teachers / Li Shiqi , Huang Rongjin and Shin Hyunyong -- Mathematics for Secondary Teaching / Kaye Stacey -- Pedagogical Content Knowledge / Anna Graeber and Dina Tirosh -- The Mathematics Teacher as Curriculum Maker / Doug Clarke -- Learning to Design for Learning / Ulla Runesson -- Beliefs about Mathematics and Mathematics Teaching / Helen J. Forgasz and Gilah C. Leder -- The Social Production of Mathematics for Teaching / Jill Adler and Danielle Huillet -- Development of Mathematical Knowledge and Beliefs of Teachers / Paolo Boero and Elda Guala -- Assessment of Mathematical Knowledge of Prospective Teachers / Anne D. Cockburn -- Researching Teachers’ Mathematics Disciplinary Knowledge / Tim Rowland -- PCK and Beyond / John Mason.