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.
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 though 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.
Despina Potari is Professor of Mathematics Education at National and Kapodistrian University of Athens, Greece. Her research interests are mathematics teaching and mathematics teacher education and she is currently the editor-in-chief of the
Journal of Mathematics Teacher Education.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the
Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
Table of contents
Preface List of Figures and Tables Mathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An Introduction Despina Potari
Part 1: Mathematics Teacher Knowledge and Its Relation to Teaching
Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional Development Mike Askew and Hamsa Venkat 2.
Building Teachers’ Capacity in Mathematics Authentic Assessment Kim Koh and Olive Chapman 3.
Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for Teaching Yeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song 4.
Researching Mathematical Knowledge in Teaching Tim Rowland
Part 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching
Mathematics Teachers’ Cultural Beliefs: The Case of Lesson Study Maria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud 6.
Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional Development Esther S. Levenson
Part 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge
Beliefs and Pedagogical Content Knowledge for Teachers of Mathematics Kim Beswick and Helen Chick 8.
Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics Merrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen Vale
Part 4: Mathematics Teaching and Its Development
Mathematics Teachers Committed to Equity: A Review of Teaching Practices Marta Civil, Roberta Hunter and Sandra Crespo 10.
Inquiry-Based Practice in University Mathematics Teaching Development Barbara Jaworski 11.
Teacher Decision Making: Developments in Research and Theory Despina Potari and Konstantinos Stouraitis
Part 5: From Mathematics Teaching Practices to Teacher Education
Exemplifying with Variation and Its Development in Mathematics Teacher Education Jill Adler and Craig Pournara 13.
Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000 Charalambos Y. Charalambous and Seán Delaney 14.
Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for Teaching Randolph A. Philipp, John (Zig) Siegfried and Eva Thanheiser Index
All interested in prospective mathematics teachers’ education, practising mathematics teachers’ professional development, mathematics educators’ professional development, and mathematics education in general.