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The Mathematics Teacher Educator as a Developing Professional
The 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 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing 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.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing 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.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
The Mathematics Teacher Educator as a Developing Professional
The 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 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing 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.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing 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.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Tools and Processes in Mathematics Teacher Education
The 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 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could 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.
There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines). The third section suggests ways in which the accumulated research on common students’ ways of thinking contributes to the development of tools and processes in mathematics teacher education. The last section provides critical response and general perspective, raising questions such as: How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.
Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could 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.
There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines). The third section suggests ways in which the accumulated research on common students’ ways of thinking contributes to the development of tools and processes in mathematics teacher education. The last section provides critical response and general perspective, raising questions such as: How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.
Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Tools and Processes in Mathematics Teacher Education
The 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 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could 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.
There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines). The third section suggests ways in which the accumulated research on common students’ ways of thinking contributes to the development of tools and processes in mathematics teacher education. The last section provides critical response and general perspective, raising questions such as: How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.
Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could 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.
There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines). The third section suggests ways in which the accumulated research on common students’ ways of thinking contributes to the development of tools and processes in mathematics teacher education. The last section provides critical response and general perspective, raising questions such as: How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.
Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
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, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Participants in Mathematics Teacher Education
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 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks 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.
VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks 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.
Participants in Mathematics Teacher Education
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 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks 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.
VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks 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.
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
The 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, 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.
VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development, 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.
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
The 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, 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.
VOLUME 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development, 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.
Page:12