Teachers of Mathematics Working and Learning in Collaborative Groups : : The 25th ICMI Study.

• Superior document: New ICMI Study Series
• Author: Borko, Hilda.
• TeilnehmendeR: Potari, Despina.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2024.; ©2024.
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: New ICMI Study Series
• Physical Description: 1 online resource (462 pages)

Table of Contents

Intro -- Foreword -- Members of ICMI Study 25 IPC -- Members of the International Program Committee -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: Introduction -- 1.1 The Need for the Study -- 1.2 The Scope and Aims of the Study -- 1.3 The Study Conference: Its Program, Structure and Outcomes -- 1.4 Structure of the Study Volume -- 1.5 Editorial Overview of Thematic Working Groups Chapters and Plenary Chapters -- 1.5.1 Thematic Working Group Chapters -- 1.5.1.1 Theme A -- 1.5.1.2 Theme B -- 1.5.1.3 Theme C -- 1.5.1.4 Theme D -- 1.5.2 Plenary Chapters -- 1.5.2.1 Theme A -- 1.5.2.2 Theme A Reaction -- 1.5.2.3 Theme C -- 1.5.2.4 Theme D -- 1.5.2.5 Plenary Panel -- 1.5.3 Commentary Chapters -- 1.6 Reflections on the Study and the Study Volume -- References -- Part II: Theme Working Group Chapters -- Chapter 2: Theoretical Perspectives on Studying Mathematics Teacher Collaboration -- 2.1 Introduction -- 2.1.1 Background -- 2.1.1.1 ICME-13 Survey and Four Theoretical Perspectives -- 2.1.1.2 Connections with ICMI Study 25: Discussion Document in Review -- 2.1.1.3 ICME-13 Survey and Methodological Approaches -- 2.1.2 Questions of the Discussion Document -- 2.1.3 Work Methodology and Structure of the Chapter -- 2.2 Generalities of Theories -- 2.2.1 What Is a Theory? -- 2.2.2 The Roles of Theory in Mathematics Education -- 2.2.3 A Coda on Epistemological Awareness -- 2.3 Diversity of Theories Related to Teacher Collaboration -- 2.3.1 Diversity as a Result -- 2.3.2 Roles of Theories -- 2.3.2.1 Example 1: Theoretical Constructs for Understanding Lesson Study Within ATD -- 2.3.2.2 Example 2: PLC as a Perspective for Designing a PD Program -- 2.3.2.3 Example 3: Fractals as a Perspective for Designing Teacher Collaboration and Research -- 2.3.3 Origins of Theories and Their Foci.

2.3.3.1 Example 1: A Theory Originated in Mathematics Education Research -- 2.3.3.2 Example 2: A Theoretical Perspective Originated in General Education -- 2.3.3.3 Example 3: A Theoretical Approach Originated in a Social Practice Perspective -- 2.3.4 Research Issues on Theory: Developing, Enhancing, Networking, Analysing -- 2.3.4.1 Example 1: Adapting and Theorising -- 2.3.4.2 Example 2: Combining Theories as a Networking Practice -- 2.3.4.3 Example 3: Comparing and Analysing Different Models for Teacher Collaboration -- 2.3.5 To Conclude -- 2.4 Conceptualising Teacher Collaboration -- 2.4.1 Introduction -- 2.4.2 Collaboration to Solve a Problem or Deal with an Issue -- 2.4.2.1 Collaborative Projects -- 2.4.2.2 Collaborative Activities -- 2.4.2.3 Collaboration in the Frame of Existing Organisations -- 2.4.3 Professional Development Activities -- 2.4.3.1 Pre-service Teacher Education -- 2.4.3.2 In-Service Teacher Education -- 2.4.3.3 Lesson Study -- 2.4.4 To Conclude -- 2.5 Conclusion -- 2.5.1 Summary of Our Reflections -- 2.5.2 Responses to the Initial Questions -- 2.5.3 Perspectives for Future Studies -- References -- Chapter 3: Contexts, Forms and Outcomes of Mathematics Teacher Collaboration -- 3.1 Introduction -- 3.1.1 Backgrounds and Purpose -- 3.1.1.1 Early Contributions -- 3.1.1.2 ICME 13 Survey: Expanding Ideas and Contributions -- 3.1.1.3 Guiding Questions of Theme B -- 3.1.2 Conceptual Framework for Synthesising Papers -- 3.1.2.1 Forms of Collaboration -- 3.1.2.2 Context -- 3.1.2.3 The Nested Nature of Teachers´ Professional Work -- 3.1.2.4 Teachers´ Professional Development as Multi-level System -- 3.1.3 Analytical Approach for Analysing the Papers -- 3.1.4 Layout of the Rest of the Chapter -- 3.2 The Multifaceted Nature of Collaborative Work: Contexts, Origins, Needs and Goals -- 3.2.1 Introduction.

3.2.2 Contexts and Origins of the Collaboration -- 3.2.3 Needs and Concerns at the Origin of Collaborative Work -- 3.2.4 Main Goals of the Teacher Collaboration -- 3.2.5 Summary and Comments -- 3.3 Exploring Forms, Settings and Conditions Related to Teachers´ Collaboration -- 3.3.1 Introduction -- 3.3.2 Settings, Forms and Contexts of Collaboration -- 3.3.2.1 Face-to-Face Settings and Forms -- 3.3.2.2 Blended Forms -- 3.3.3 Collaborative Settings: Focus, Scale and Participants -- 3.3.3.1 Foci and Goals Beyond Innovation -- 3.3.3.2 Scale (Time and Size) -- 3.3.3.3 Participants and Communities -- 3.3.4 Collaborative Settings and Arenas: A Brief Reflection on Conditions That May Inhibit or Foster Collaboration -- 3.3.5 Summary and Comments -- 3.4 A Comprehensive Examination of Outcomes Related to Teachers´ Collaboration -- 3.4.1 Introduction -- 3.4.2 Products Developed as Result of Collaboration and Their Levels of Application -- 3.4.3 Outcomes Related to Learning, Professional Development, Knowledge, Beliefs and Practices -- 3.4.4 Unexpected Outcomes: Difficulties or Problematic Issues Encountered at Work -- 3.4.5 The Sustainability, Dissemination and Sharing of Outcomes -- 3.4.6 Summary and Comments -- 3.5 Mathematics Content and Context for the Collaborative Activity or the Case of a Small-Scale Frame for Collaboration -- 3.5.1 Introduction -- 3.5.2 Nature and Role of Mathematics-Related Content -- 3.5.3 Selection, Design and Use of Mathematical Content/Tasks -- 3.5.4 Interacting with Mathematics-Related Tasks and Teacher Learning -- 3.5.5 Summary and Comments: Mathematics Content Is a Mediating Factor Influencing the Nature and Effects of Collaboration -- 3.6 Conclusions -- 3.6.1 A Summary -- 3.6.2 Answers to Five Interconnected Questions -- 3.6.2.1 Forms of Teachers´ Collaborative Work: Affordances and Limitations.

3.6.2.2 Blended Form: Affordances, Limitation, Benefits and Challenges -- 3.6.2.3 Models, Outcomes, Content, and Contexts -- 3.6.3 Further Research Directions -- References -- Chapter 4: Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration -- 4.1 Introduction -- 4.2 Methodologies for Researching Roles in Collaboration -- 4.2.1 Various Methods Used to Research Different Roles Within Mathematics Teacher Collaboration -- 4.2.2 Methodological Challenges, Issues and Considerations Framed Within Research on Mathematics Teacher Educators -- 4.2.2.1 A Lack of Commonly Shared Constructs -- 4.2.2.2 The Pursuit of Conceptual Frameworks, Research Methods and Strategies -- 4.2.2.3 The Predominance of Self-Studies -- 4.2.3 Tensions Within Research Methods -- 4.2.3.1 Tension in Investigating Content-Specific Versus Generic Aspects of Practice -- 4.2.3.2 Tensions Between Specifying Roles and Attending to the Complexity of Roles -- 4.2.3.3 Tension in Pursuing a Situated Research Approach While Investigating Groups of Teachers -- 4.2.4 Methodological Issues in Researching Roles Within Teacher Collaboration: Looking Ahead -- 4.3 Conceptualising the Role of Facilitators in Promoting Mathematics Teacher Collaboration -- 4.3.1 A Brief Account of Constructs, Frameworks and Models to Conceptualise the Facilitator´s Role -- 4.3.2 The Facilitator of Collaborative Teacher Learning as a Professional Expert -- 4.3.3 Situational Challenges of Promoting Collaboration -- 4.3.3.1 Starting and Managing the Discussion -- 4.3.3.2 Establishing and Maintaining Norms -- 4.3.3.3 Observing, Redirecting and Sharing Responsibility -- 4.3.4 Co-facilitation -- 4.4 Exploring Professional Trajectories of Facilitators of Mathematics Teacher Collaboration -- 4.4.1 Becoming a Facilitator.

4.4.2 Preparation of Facilitators of Mathematics Teacher Collaboration -- 4.4.2.1 Design Principles for the Preparation of Facilitators -- 4.4.3 Development and Change in Different Aspects of Facilitators´ Work -- 4.4.3.1 Development and Change in Facilitators´ Identity, Knowledge, Beliefs and Attitudes -- 4.4.3.2 Development and Change in Facilitators´ Practices -- 4.4.3.3 Influence of Collaboration and Interaction on Facilitators´ Changes and Development -- 4.4.4 Shifts in Agency of Facilitators of Mathematics Teacher Collaboration -- 4.4.5 Supporting Facilitators´ Professional Development -- 4.4.5.1 The Need for Support and Challenges Associated with It -- 4.4.5.2 Models of Support -- 4.4.5.3 Means of Support -- 4.4.5.4 Features of Effective Support for Facilitators´ Professionalisation -- 4.5 The Role of the Environment in Mathematics Teacher Collaboration -- 4.5.1 Environments of Collaboration in Research: Review of Existing Models -- 4.5.2 The Environment Created by Different Actors Within a Collaboration -- 4.5.3 Cultural Aspects of Environments in which Various Actors Collaborate -- 4.5.4 Institutional Systems and the Provision of Time for Participants to Collaborate -- 4.5.5 Collaboration Without Support of a Facilitator -- 4.6 Concluding Comments -- References -- Chapter 5: Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration -- 5.1 Introduction -- 5.2 Resources, Tools and Collaboration: Essential Issues -- 5.2.1 Presentation of the Chapter, in Continuity with the Past -- 5.2.2 This Chapter in the Book -- 5.2.3 Participants and Collaboration in Theme D -- 5.2.4 Towards a Shared Glossary on Tools and Resources -- 5.2.5 Structure of the Chapter -- 5.3 Resources for Teaching That Develop and Evolve Through Collaboration -- 5.3.1 Supporting the Implementation of a New Curriculum.

5.3.2 Supporting the Deepening of Teachers´ Mathematical Content Knowledge.