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The Language of Education

Key Terms and Concepts in Teaching and Learning

The Language of Education: Key Terms and Concepts in Teaching and Learning is a series of short handbooks each of which focuses on the special language inherent in a variety of educational disciplines. Those entering graduate programs, scholars from non-English speaking areas, teachers with interests in accessing the academic literature, and even those wishing to explore outside their discipline should find something of interest in these books. In short, these books support shared understanding by assisting all of those working with a particular discipline to share a common vocabulary and foster effective communication.

The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely in a particular educational field. The key terms are discussed on one page with a short introductory definition for quick reference followed by a longer expanded discussion supported by references. The index in each book includes links to encourage readers to explore related terms and concepts and thus gain additional information and context. Those who are new to the academic language of a particular educational area, may find it useful to read the books in this series as if each were a collection of very short stories introducing that discipline.
Mathematics Teaching and Learning is an international book series that aims to provide an important outlet for sharing the research, policy, and practice of mathematics education to promote the teaching and learning of mathematics at all school levels as well as teacher education around the world. Issues related to mathematics teaching and learning are not limited to any specific regions. In fact, they often become the focus of educational reform in many education systems around the globe. The book series strives to address different aspects, forms, and stages in mathematics teaching and learning both in and out of classrooms, their interactions throughout the process of mathematics instruction and teacher education from various theoretical, historical, policy, psychological, socio-cultural, or cross-cultural perspectives. The series features books that are contributed by researchers, curriculum developers, teacher educators, and practitioners from different education systems.
This Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.

VOLUME 1
Knowledge and Beliefs in Mathematics Teaching and Teaching Development, Peter Sullivan and Terry Wood (eds.)
This volume addresses the “what” of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesizing research and practice over various dimensions of these issues, it offers advice on best practice for teacher educators, university decision makers, and those involved in systemic policy development on teacher education.
[paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9]

VOLUME 2
Tools and Processes in Mathematics Teacher Education, Dina Tirosh and Terry Wood (eds.)
This volume focuses on the “how” of mathematics teacher education. Authors share with the readers
their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience will assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.
[paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0]

VOLUME 3
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks, Konrad Krainer and Terry Wood (eds.)
This volume addresses the “who” question of mathematics teacher education. The authors focus on the various kinds of participants in mathematics teacher education, professional development and reform initiatives. The chapters deal with prospective and practising teachers as well as with teacher educators as learners, and with schools, districts and nations as learning systems.
[paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1]

VOLUME 4
The Mathematics Teacher Educator as a Developing Professional, Barbara Jaworski and Terry Wood (eds.)
This volume focuses on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
[paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1]
This series is dedicated to the diversity of semiotic perspectives that, directly or indirectly, influence the learning and the teaching of mathematics.
The Learner’s Perspective Study provides a vehicle for the work of an international community of classroom researchers. The work of this community will be reported in a series of books of which this is the second. The documentation of the practices of classrooms in other countries causes us to question and revise our assumptions about our own practice and the theories on which that practice is based. International comparative and cross-cultural research has the capacity to inform practice, shape policy and develop theory at a level commensurate with regional, national or global priorities. International comparative research offers us more than insights into the novel, interesting and adaptable practices employed in other school systems. It also offers us insights into the strange, invisible, and unquestioned routines and rituals of our own school system and our own classrooms. In addition, a cross-cultural perspective on classrooms can help us identify common values and shared assumptions, encouraging the adaptation of practices from one classroom for use in a different cultural setting. As these findings become more widely available, they will be increasingly utilised in the professional development of teachers and in the development of new theory.