Despina Potari – författare

Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry.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. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors:The study of mathematics teaching and classroom situationsResearching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directlyMathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learningCombining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.

Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry.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. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors:The study of mathematics teaching and classroom situationsResearching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directlyMathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learningCombining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.

Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability;the mathematical processes of proving and modeling;teaching and learning at specific age levels from early years to university;teacher education, teaching and classroom practices;special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history;theoretical perspectives and comparative approaches in mathematics education research.This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability;the mathematical processes of proving and modeling;teaching and learning at specific age levels from early years to university;teacher education, teaching and classroom practices;special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history;theoretical perspectives and comparative approaches in mathematics education research.This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities.

This open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. the tools and resources that support mathematics teacher collaboration and are the product of collaboration;

This open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. The authors – leading researchers and teachers on mathematics teacher collaboration – represent a wide range of countries and cultures. Chapters explore the various forms of teacher collaboration; the diversity of settings and groupings in which mathematics teacher collaboration occurs; the tools and resources that support mathematics teacher collaboration and are the product of collaboration; and the breadth of outcomes of such collaboration. Teachers’ experiences and learning in collaborative settings are represented through their own voices as well as the voices of researchers. Forms and outcomes of collaboration are considered through a variety of theoretical perspectives and methodological approaches. The authors reflect on the policy implications of this work and suggest new directions of research that take into account contextual, cultural, national and political dimensions that impact teachers’ work and learning through collaboration. The book is a valuable resource for researchers, practitioners, and policy makers who are interested in the power of teacher collaboration, and its history and potential for promoting educational innovations and equitable experiences for all teachers and learners.

This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015.

This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities.

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.