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.