International Handbook of Mathematics Teacher Education: Volume 1

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

Despina Potari, Olive Chapman (Herausgeber)

Buch | Hardcover

434 Seiten

2019 | 2nd edition
Brill (Verlag)
978-90-04-41885-1 (ISBN)

Artikel merken

Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development 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.

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.

Despina Potari is Professor of Mathematics Education at National and Kapodistrian University of Athens, Greece. Her research interests are mathematics teaching and mathematics teacher education and she is currently the editor-in-chief of the Journal of Mathematics Teacher Education. Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.

Preface

List of Figures and Tables

Mathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An Introduction

Despina Potari

Part 1: Mathematics Teacher Knowledge and Its Relation to Teaching

1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional Development

Mike Askew and Hamsa Venkat

2. Building Teachers’ Capacity in Mathematics Authentic Assessment

Kim Koh and Olive Chapman

3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for Teaching

Yeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song

4. Researching Mathematical Knowledge in Teaching

Tim Rowland

Part 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching

5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson Study

Maria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud

6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional Development

Esther S. Levenson

Part 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge

7. Beliefs and Pedagogical Content Knowledge for Teachers of Mathematics

Kim Beswick and Helen Chick

8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics

Merrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen Vale

Part 4: Mathematics Teaching and Its Development

9. Mathematics Teachers Committed to Equity: A Review of Teaching Practices

Marta Civil, Roberta Hunter and Sandra Crespo

10. Inquiry-Based Practice in University Mathematics Teaching Development

Barbara Jaworski

11. Teacher Decision Making: Developments in Research and Theory

Despina Potari and Konstantinos Stouraitis

Part 5: From Mathematics Teaching Practices to Teacher Education

12. Exemplifying with Variation and Its Development in Mathematics Teacher Education

Jill Adler and Craig Pournara

13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000

Charalambos Y. Charalambous and Seán Delaney

14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for Teaching

Randolph A. Philipp, John (Zig) Siegfried and Eva Thanheiser

Index

Erscheinungsdatum	06.12.2019
Verlagsort	Leiden
Sprache	englisch
Maße	155 x 235 mm
Gewicht	800 g
Themenwelt	Mathematik / Informatik ► Mathematik
Themenwelt	Sozialwissenschaften ► Pädagogik
ISBN-10	90-04-41885-7 / 9004418857
ISBN-13	978-90-04-41885-1 / 9789004418851
Zustand	Neuware