Professional Development and Knowledge of Mathematics Teachers

Herausgeber: Zehetmeier, Stefan; Ribeiro, Miguel; Potari, Despina

• Broschiertes Buch

Produktbeschreibung

Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers' professional learning.

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 194
• Erscheinungstermin: 22. Dezember 2020
• Englisch
• Abmessung: 231mm x 155mm x 15mm
• Gewicht: 295g
• ISBN-13: 9780367442415
• ISBN-10: 0367442418
• Artikelnr.: 59990845

Autorenporträt

Stefan Zehetmeier is an associate professor at University of Klagenfurt, Austria. He holds a PhD in education and a habilitation in teacher education. His research interests include mathematics teacher education, school development and action research. Despina Potari is a professor of mathematics education at the National and Kapodostrian University of Athens, Greece, and currently a visiting professor at Linnaeus University in Sweden. Her research interest is mainly on the development of mathematics teaching and teacher development. Miguel Ribeiro is an associate professor at State University of Campinas - UNICAMP, Brazil. His research interests include teachers' knowledge and practices, teacher professional development and tasks for teacher education.

Inhaltsangabe

1. Mathematics Teaching and Mathematics Teacher Professional Development;
2. Mediating Mathematics in Instruction: Trajectories Towards Generality in
'Traditional' Teaching; 3. The Role of Teachers' Knowledge in the Use of
Learning Opportunities Triggered by Mathematical Connections; 4. Learning
to Teach to Reason: Reasoning and Proving in Mathematics Teacher Education;
5. The Role of Frameworks in Researching Knowledge and Practices of
Mathematics Teachers and Teacher Educators; 6. Parallel Stories: Teachers
and Researchers Searching for Mathematics Teachers' Specialised Knowledge;
7. The Specialised Knowledge and Beliefs of Two University Lecturers in
Linear Algebra; 8. Using the Discourses of Learning in Education Mapping to
Analyse Research into Mathematics Teacher Education and Professional
Development; 9. Promoting and Investigating Teachers' Professionalization
Processes Towards Noticing and Fostering Students' Potentials: A Case of
Content-Specific Design Research for Teachers; 10. Theory-Based Design of
Professional Development for Upper Secondary Teachers: Focusing on the
Content Specific Use of Digital Tools