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International Handbook of Mathematics Teacher Education: Volume 1

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

Series:

Edited by Despina Potari 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 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari, 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.

International Handbook of Mathematics Teacher Education: Volume 2

Tools and Processes in Mathematics Teacher Education (Second Edition)

Series:

Edited by Salvador Llinares 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 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, edited by Salvador Llinares, 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.

Contributors are: Reema Alnizam, Julie M. Amador, Abraham Arcavi, Julian Brown, Laurinda Brown, José Carrillo, Daniel Chazan, Nuria Climent, Alf Coles, Luis C. Contreras, Brent Davis, Lara Dick, Elisabeta Eriksen, Ceneida Fernández, George Gadanidis, Ghislaine Gueudet, Dan Heck, Tracy Helliwell, Ban Heng Choy, Patricio Herbst, Annette Hessen Bjerke, Janette M. Hughes, Salvador Llinares, Kristen Malzahn, Martina Metz, Amanda Milewski, Miguel A. Montes, Inmaculate Namukasa, Birgit Pepin, Paulino Preciado-Babb, Angel Ruiz, Soroush Sabbaghan, Manuel Santos-Trigo, Ricardo Scucuglia, Nanette Seago, Paola Sztajn, Miray Tekkumru-Kisa, Elizabeth A. Van Es, and Nada Vondrova.

International Handbook of Mathematics Teacher Education: Volume 3

Participants in Mathematics Teacher Education

Series:

Edited by Gwendolyn M. Lloyd 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 3, Participants in Mathematics Teacher Education, focuses not only on prospective and practicing teachers as learners but also on school colleagues, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers. The emphasis is on describing and analysing participants’ engagement in mathematics teacher education collaborations and contexts from various perspectives. Thus, as the third volume in the series, it further broadens our understanding of the development of mathematics teachers.

Contributors are: Julia Aguirre, Revital Aizik, Gilles Aldon, Fran Arbaugh, Tonya Gau Bartell, Laurinda Brown, Paola Carante, Jason Cooper, Annalisa Cusi, Brian Doig, Corey Drake, Ceneida Fernández, Dario Fiorentini, Mary Foote, Mellony Graven, Tracy Helliwell, Ilana Seidel Horn, Ronnie Karsenty, Berinderjeet Kaur, Elham Kazemi, Jiwon Lee, Roza Leikin, Salvador Llinares, Gwendolyn M. Lloyd, Leticia Losano, Amy Roth McDuffie, Rebecca McGraw, Shai Olsher, Monica Panero, Cody L. Patterson, João Pedro da Ponte, Theodesia Prodromou, Marisa Quaresma, Alison Fox Resnick, Courtney Lynch Rice, Ornella Robutti, Carlos Sandoval, Rosella Santagata, David Slavit, Erin Turner, Colleen Vale, Geoffrey Wake, and Wanty Widjaja.

Rethinking Education with ICT

New Directions for Effective Practices

Edited by Nicola Yelland, Greg A. Neal and Eva Dakich

This book brings together a number of academics who have conducted research and written about effective practices and pedagogies that incorporate the use of information and communications technologies (ICT). The book is intended for graduate and undergraduate students in Teacher Education programmes, as well as teachers and those who are interested in contemporary educational issues. The authors in this book have been engaged in rethinking education with ICT. Implicit in this, is the view that we need to reconceptualise our pedagogies and practices in order to make schools relevant to the lives of the young people who inhabit them. The chapters in this book are based on empirically grounded research work. The chapters illustrate the various dimensions of innovative practices with ICT that can extend teachers’ pedagogies and engage learners so that they are able to extend their potential for knowledge building in new and dynamic ways.

Series:

Douglas M. Towne

This volume presents an object-oriented approach for developing interactive graphical device models and for delivering instruction and performance aiding with such models. The volume attempts to illustrate, via a series of examples, why and how the particular design given satisfies relatively intensive and diverse instructional and performance-aiding demands with surprising ease.
The early chapters focus on the fundamental design concepts upon which all applications stand, including a consistent design of the basic elements - objects - from which all models are produced; a clear separation between the model of the target domain and the instructional processes; and, wherever possible, automatic generation of user interactions, based on the structure and content of the model.
Each of the later chapters focus on one particular application area, including explication of complex system functions, diagnostic instruction and guidance, procedural guidance, scenario-based instruction, and simulation-based technical documentation.
The volume is intended to serve instructional designers, curriculum developers, and software implementers, an ambitious scope that is hopefully achieved via the early presentation of critical “nuts-and-bolts”, followed by discussions of specific training and aiding environments that can be more selectively considered. The more complex examples presented in the volume are available for active operation and analysis in a Web site developed for the reader’s use.

The Lost Dream of Equality

Critical Essays on Education and Social Class

Series:

Alan Scott and John Freeman-Moir

This book examines the international hopes for equality in education over the past 60 years by looking at the current evidence and theory on social class and schooling. For more than half a century the relation between social class and education has been the subject of intense debate and political struggle, as well as the focus for the aspirations of millions of citizens and their children in Western democracies. This book will be relevant to teachers, advanced undergraduates and graduate students in the areas of the history, sociology and politics of education as well as policy analysis and applied social theory.