International Handbook of Mathematics Teacher Education: Volume 1

Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development (Second Edition)

Series:

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 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.

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Biographical Note
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


1. 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


5. 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


7. 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


9. 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


12. 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
Readership
All interested in prospective mathematics teachers’ education, practising mathematics teachers’ professional development, mathematics educators’ professional development, and mathematics education in general.
Index Card
Collection Information