International Handbook of Mathematics Teacher Education: Volume 2

Tools and Processes in Mathematics Teacher Education (Second Edition)


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 look 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 look 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 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.

Prices from (excl. VAT):

Add to Cart
Salvador Llinares is Professor of Mathematics Education at University of Alicante, Spain. He has participated in the Encyclopedia of Mathematics Education (Springer, 2014), the International Encyclopedia of Education (Elsevier, 2010) and serves as associate editor 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.
Olive Chapman
List of Figures and Tables
Tools and Ways of Thinking in Mathematics Teacher Education: An Introduction
Salvador Llinares

Part 1: Video, Tasks to Promote Reflective Skills and Lesson De-Brief Conversations as Tools in Mathematics Teacher Education

1. Leveraging the Power of Video for Teacher Learning: A Design Framework for Mathematics Teacher Educators
Elizabeth A. van Es, Miray Tekkumru-Kisa and Nanette Seago
2. Tasks Promoting Prospective Mathematics Teachers’ Reflective Skills: Focus on Individual Differences
Naïa Vondrová
3. Learning to Teach Mathematics: The Lesson De-Brief Conversation
Julian Brown, Laurinda Brown, Alf Coles and Tracy Helliwell

Part 2: Technological Tools and Technological Mediation in Mathematics Teacher Education

4. Technology as a Curricular Instrument
Angel Ruiz
5. Digital Curriculum Resources in/for Mathematics Teacher Learning: A Documentational Approach Perspective
Ghislaine Gueudet and Birgit Pepin
6. Prospective and Practicing Teachers and the Use of Digital Technologies in Mathematical Problem-Solving Approaches
Manuel Santos-Trigo
7. Computational Modelling in Elementary Mathematics Teacher Education
George Gadanidis, Janette M. Hughes, Immaculate Namukasa and Ricardo Scucuglia
8. Technology Tools for Mathematics Teacher Learning: How Might They Support the Development of Capacity for Specific Teaching Assignments?
Patricio Herbst, Daniel Chazan and Amanda Milewski

Part 3: Conceptual Instrumentation in Mathematics Teacher Education: Learning to Use Theories to Analyze Teaching

9. The Fractal Complexity of Using Theories in Mathematics Teacher Education: Issues and Debates, Opportunities and Limitations
Elisabeta Eriksen and Annette Hessen Bjerke
10. Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers
Paola Sztajn, Lara Dick, Reema Alnizami, Dan Heck and Kristen Malzahn
11. Noticing as a Tool to Analyze Mathematics Instruction and Learning
Julie Amador
12. Theoretical Lenses to Develop Mathematics Teacher Noticing: Learning, Teaching, Psychological, and Social Perspectives
Ceneida Fernández and Ban Heng Choy
13. Transcending Contemporary Obsessions: The Development of a Model for Teacher Professional Development
Paulino Preciado-Babb, Martina Metz, Brent Davis and Soroush Sabbaghan

Part 4: Crosscutting Issues on Tools and Processes in Mathematics Teacher Education

14. Using Professional Development Contexts to Structure Prospective Teacher Education
José Carrillo, Nuria Climent, Luis C. Contreras and Miguel Montes
15. From Tools to Resources in the Professional Development of Mathematics Teachers: General Perspectives and Crosscutting Issues
Abraham Arcavi

All interested in prospective mathematics teachers’ education, practising mathematics teachers’ professional development, mathematics educators’ professional development, and mathematics education in general.