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Editor: Olive Chapman
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the first edition (2008) in addressing the knowledge, teaching and learning of mathematics teachers at all levels of teaching mathematics and of mathematics teacher educators, and the approaches/activities and programmes through which their learning can be supported. It consists of four volumes based on the same themes as the first edition.

VOLUME 1:
Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development
Despina Potari, National and Kapodistrian University of Athens, Athens, Greece and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what” of mathematics teacher education. Authors attend to knowledge for mathematics teaching, teaching development, teacher beliefs and identity, and relationships among them. As well as synthesizing research and practice over various dimensions of these areas of teacher education, the volume offers valuable insights on best practice for teacher educators and researchers, university decision makers, and those involved in systemic policy development on teacher education.
Paperback: 978-90-04-41886-8, Hardback: 978-90-04-41885-1, E-Book: 978-90-04-41887-5

VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Salvador Llinares, University of Alicante, Alicante, Spain and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “how” of mathematics teacher education. Authors share their invaluable experience in employing different tools from a variety of perspectives in mathematics teacher education. This accumulated experience will assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education and professional development in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.
Paperback: 978-90-04-41897-4, Hardback: 978-90-04-41895-0, E-Book: 978-90-04-41896-7

VOLUME 3:
Participants in Mathematics Teacher Education
Gwendolyn M. Lloyd, Pennsylvania State University, Pennsylvania, USA and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “who” of mathematics teacher education. Authors focus on the development of participants in mathematics teacher education through diverse professional learning opportunities in schools, universities, and community settings. They consider prospective and practising teachers as well as teacher educators and researchers as learners and explore how particular collaborations and contexts offer support for participants’ learning. The volume offers valuable insights into how these participants work together within and across boundaries and contexts for mathematics teacher education to generate rich opportunities for professional development.
Paperback: 978-90-04-41922-3, Hardback: 978-90-04-41921-6, E-Book: 978-90-04-41923-0

VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Kim Beswick, University of New South Wales, Sydney, Australia and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what”, “how” and “who” of mathematics teacher educator education. Authors attend to knowledge, learning, and roles of teacher educators working with teachers in teacher education processes and practices. They share practical, professional and theoretical perspectives of different approaches/activities and programmes that can support mathematics teacher educator learning to promote effective teacher education practice, with valuable implications for future research.
Paperback: 978-90-04-42420-3, Hardback: 978-90-04-42419-7, E-Book: 978-90-04-42421-0
Editor: Olive Chapman
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the first edition (2008) in addressing the knowledge, teaching and learning of mathematics teachers at all levels of teaching mathematics and of mathematics teacher educators, and the approaches/activities and programmes through which their learning can be supported. It consists of four volumes based on the same themes as the first edition.

VOLUME 1:
Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development
Despina Potari, National and Kapodistrian University of Athens, Athens, Greece and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what” of mathematics teacher education. Authors attend to knowledge for mathematics teaching, teaching development, teacher beliefs and identity, and relationships among them. As well as synthesizing research and practice over various dimensions of these areas of teacher education, the volume offers valuable insights on best practice for teacher educators and researchers, university decision makers, and those involved in systemic policy development on teacher education.
paperback: 978-90-04-41886-8, hardback: 978-90-04-41885-1, ebook: 978-90-04-41887-5

VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Salvador Llinares, University of Alicante, Alicante, Spain and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “how” of mathematics teacher education. Authors share their invaluable experience in employing different tools from a variety of perspectives in mathematics teacher education. This accumulated experience will assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education and professional development in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.
paperback: 978-90-04-41897-4, hardback: 978-90-04-41895-0,ebook: 978-90-04-41896-7

VOLUME 3:
Participants in Mathematics Teacher Education
Gwendolyn M. Lloyd, Pennsylvania State University, Pennsylvania, USA and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “who” of mathematics teacher education. Authors focus on the development of participants in mathematics teacher education through diverse professional learning opportunities in schools, universities, and community settings. They consider prospective and practising teachers as well as teacher educators and researchers as learners and explore how particular collaborations and contexts offer support for participants’ learning. The volume offers valuable insights into how these participants work together within and across boundaries and contexts for mathematics teacher education to generate rich opportunities for professional development.
paperback: 978-90-04-41922-3, hardback: 978-90-04-41921-6, ebook: 978-90-04-41923-0

VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Kim Beswick, University of New South Wales, Sydney, Australia and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what”, “how” and “who” of mathematics teacher educator education. Authors attend to knowledge, learning, and roles of teacher educators working with teachers in teacher education processes and practices. They share practical, professional and theoretical perspectives of different approaches/activities and programmes that can support mathematics teacher educator learning to promote effective teacher education practice, with valuable implications for future research.
paperback: 978-90-04-42420-3, hardback: 978-90-04-42419-7, ebook: 978-90-04-42421-0
Editor: Olive Chapman
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the first edition (2008) in addressing the knowledge, teaching and learning of mathematics teachers at all levels of teaching mathematics and of mathematics teacher educators, and the approaches/activities and programmes through which their learning can be supported. It consists of four volumes based on the same themes as the first edition.

VOLUME 1:
Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development
Despina Potari, National and Kapodistrian University of Athens, Athens, Greece and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what” of mathematics teacher education. Authors attend to knowledge for mathematics teaching, teaching development, teacher beliefs and identity, and relationships among them. As well as synthesizing research and practice over various dimensions of these areas of teacher education, the volume offers valuable insights on best practice for teacher educators and researchers, university decision makers, and those involved in systemic policy development on teacher education.
paperback: 978-90-04-41886-8, hardback: 978-90-04-41885-1, ebook: 978-90-04-41887-5

VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Salvador Llinares, University of Alicante, Alicante, Spain and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “how” of mathematics teacher education. Authors share their invaluable experience in employing different tools from a variety of perspectives in mathematics teacher education. This accumulated experience will assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education and professional development in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.
paperback: 978-90-04-41897-4, hardback: 978-90-04-41895-0,ebook: 978-90-04-41896-7

VOLUME 3:
Participants in Mathematics Teacher Education
Gwendolyn M. Lloyd, Pennsylvania State University, Pennsylvania, USA and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “who” of mathematics teacher education. Authors focus on the development of participants in mathematics teacher education through diverse professional learning opportunities in schools, universities, and community settings. They consider prospective and practising teachers as well as teacher educators and researchers as learners and explore how particular collaborations and contexts offer support for participants’ learning. The volume offers valuable insights into how these participants work together within and across boundaries and contexts for mathematics teacher education to generate rich opportunities for professional development.
paperback: 978-90-04-41922-3, hardback: 978-90-04-41921-6, ebook: 978-90-04-41923-0

VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Kim Beswick, University of New South Wales, Sydney, Australia and Olive Chapman, University of Calgary, Calgary, Canada (eds.)

This volume addresses the “what”, “how” and “who” of mathematics teacher educator education. Authors attend to knowledge, learning, and roles of teacher educators working with teachers in teacher education processes and practices. They share practical, professional and theoretical perspectives of different approaches/activities and programmes that can support mathematics teacher educator learning to promote effective teacher education practice, with valuable implications for future research.
paperback: 978-90-04-42420-3, hardback: 978-90-04-42419-7, ebook: 978-90-04-42421-0
In: International Handbook of Mathematics Teacher Education: Volume 4
In: Words and Worlds
In: International Handbook of Mathematics Teacher Education: Volume 2
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.

Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development (Second Edition)
Volume Editors: 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 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 through 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.
Volume Editors: 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, 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.