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.

"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021

• PrefaceList of Figures and TablesMathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An IntroductionDespina PotariPart 1: Mathematics Teacher Knowledge and Its Relation to Teaching1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional DevelopmentMike Askew and Hamsa Venkat2. Building Teachers’ Capacity in Mathematics Authentic AssessmentKim Koh and Olive Chapman3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for TeachingYeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song4. Researching Mathematical Knowledge in TeachingTim RowlandPart 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson StudyMaria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional DevelopmentEsther S. LevensonPart 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge7. Beliefs and Pedagogical Content Knowledge for Teachers of MathematicsKim Beswick and Helen Chick8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of MathematicsMerrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen ValePart 4: Mathematics Teaching and Its Development9. Mathematics Teachers Committed to Equity: A Review of Teaching PracticesMarta Civil, Roberta Hunter and Sandra Crespo10. Inquiry-Based Practice in University Mathematics Teaching DevelopmentBarbara Jaworski11. Teacher Decision Making: Developments in Research and TheoryDespina Potari and Konstantinos StouraitisPart 5: From Mathematics Teaching Practices to Teacher Education12. Exemplifying with Variation and Its Development in Mathematics Teacher EducationJill Adler and Craig Pournara13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000Charalambos Y. Charalambous and Seán Delaney14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for TeachingRandolph A. Philipp, John (Zig) Siegfried and Eva ThanheiserIndex

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.

"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021

• PrefaceList of Figures and TablesMathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An IntroductionDespina PotariPart 1: Mathematics Teacher Knowledge and Its Relation to Teaching1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional DevelopmentMike Askew and Hamsa Venkat2. Building Teachers’ Capacity in Mathematics Authentic AssessmentKim Koh and Olive Chapman3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for TeachingYeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song4. Researching Mathematical Knowledge in TeachingTim RowlandPart 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson StudyMaria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional DevelopmentEsther S. LevensonPart 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge7. Beliefs and Pedagogical Content Knowledge for Teachers of MathematicsKim Beswick and Helen Chick8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of MathematicsMerrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen ValePart 4: Mathematics Teaching and Its Development9. Mathematics Teachers Committed to Equity: A Review of Teaching PracticesMarta Civil, Roberta Hunter and Sandra Crespo10. Inquiry-Based Practice in University Mathematics Teaching DevelopmentBarbara Jaworski11. Teacher Decision Making: Developments in Research and TheoryDespina Potari and Konstantinos StouraitisPart 5: From Mathematics Teaching Practices to Teacher Education12. Exemplifying with Variation and Its Development in Mathematics Teacher EducationJill Adler and Craig Pournara13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000Charalambos Y. Charalambous and Seán Delaney14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for TeachingRandolph A. Philipp, John (Zig) Siegfried and Eva ThanheiserIndex

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.

"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021

• PrefaceList of Figures and TablesMathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An IntroductionDespina PotariPart 1: Mathematics Teacher Knowledge and Its Relation to Teaching1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional DevelopmentMike Askew and Hamsa Venkat2. Building Teachers’ Capacity in Mathematics Authentic AssessmentKim Koh and Olive Chapman3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for TeachingYeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song4. Researching Mathematical Knowledge in TeachingTim RowlandPart 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson StudyMaria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional DevelopmentEsther S. LevensonPart 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge7. Beliefs and Pedagogical Content Knowledge for Teachers of MathematicsKim Beswick and Helen Chick8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of MathematicsMerrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen ValePart 4: Mathematics Teaching and Its Development9. Mathematics Teachers Committed to Equity: A Review of Teaching PracticesMarta Civil, Roberta Hunter and Sandra Crespo10. Inquiry-Based Practice in University Mathematics Teaching DevelopmentBarbara Jaworski11. Teacher Decision Making: Developments in Research and TheoryDespina Potari and Konstantinos StouraitisPart 5: From Mathematics Teaching Practices to Teacher Education12. Exemplifying with Variation and Its Development in Mathematics Teacher EducationJill Adler and Craig Pournara13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000Charalambos Y. Charalambous and Seán Delaney14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for TeachingRandolph A. Philipp, John (Zig) Siegfried and Eva ThanheiserIndex