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The Mathematics Teacher Educator as a Developing Professional (Second Edition)
Editors: Kim Beswick and Olive Chapman
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 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.

An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning
The Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field.

The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.
Elementary School Mathematics Teachers’ Features of Education, Knowledge, Teaching and Personality
Editors: Dorit Patkin and Avikam Gazit
The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.
Information and communication technologies (ICT) are major forces shaping our current age. ICT affects many areas of human existence and influences the both human wellbeing and human evil. The nonprofit sector is already heavily involved in technology both as a way to pursue its mission and as an influential factor in the evolution of the sector. This article examines how technology affects the sector and how the sector uses technology in its work.
The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.
Author: Vajda