The International Handbook Of Mathematics Teacher Education

This series addresses the learning of mathematics teachers at all levels of schooling, and the provision of activity and programmes in which this learning can take place. This volume focuses on the knowledge and roles of teacher educators working with teachers, in teacher education processes and practices. Chapter authors represent a community of teacher educators who discuss what it means to promote teacher education practice.

This third volume of the International Handbook of Mathematics Teacher Education focuses on teachers, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers, with emphasis on describing and analysing their engagement in mathematics teacher education collaborations and contexts from various perspectives.

Tools and Processes in Mathematics Teacher Education describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating mathematics teacher learning/development. It provides insights of how mathematics teacher educators think about and approach their work with teachers.

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 edition is an essential resource for students, researchers, teacher educators and curriculum policy makers in the field of mathematics education.

This fourth volume addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. It provides practical, professional and theoretical perspectives of different approaches/activities/programmes to promote effective teacher education practice, with valuable implications for research.

This Handbook presents an overview and analysis of the international `state-of-the-field' of mathematics education at the end of the 20th century. The more than 150 authors, editors and chapter reviewers involved in its production come from a range of countries and cultures. They have created a book of 36 original chapters in four sections, surveying the variety of practices, and the range of disciplinary interconnections, which characterise the field today, and providing perspectives on the study of mathematics education for the 21st century. It is first and foremost a reference work, and will appeal to anyone seeking up-to-date knowledge about the main developments in mathematics education. These will include teachers, student teachers and student researchers starting out on a serious study of the subject, as well as experienced researchers, teacher educators, educational policy-makers and curriculum developers who need to be aware of the latest areas of knowledge development.