Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts

Erin Turner; Tonya Gau Bartell; Corey Drake; Mary Foote; Amy Roth McDuffie; Julia Aguirre

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11 Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts

In: International Handbook of Mathematics Teacher Education: Volume 3

Authors:

Erin Turner

Erin Turner
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Tonya Gau Bartell

Tonya Gau Bartell
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Corey Drake

Corey Drake
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Mary Foote

Mary Foote
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Amy Roth McDuffie

Amy Roth McDuffie
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Julia Aguirre

Julia Aguirre
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Type:: Chapter

Pages:: 289–320

DOI:: https://doi.org/10.1163/9789004419230_012

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International Handbook of Mathematics Teacher Education: Volume 3

Participants in Mathematics Teacher Education (Second Edition)

E-Book ISBN:: 9789004419230

Publisher:: Brill

Print Publication Date:: 02 Dec 2019

Subjects
- Education

Front Matter

Preface

List of Figures and Tables

Collaborations and Contexts for Participation and Learning in Mathematics Teacher Education

1 Frameworks for Analyzing Collaborative Teacher Activity

2 Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities

3 Creativity and Openness as Indicators of Professional Growth of Leaders in Communities of Practice of Teachers Who Teach the High-Level Track of High School Mathematics

4 Lesson Study as a Learning Context in Mathematics Education

5 Nothing Like Planning and Reflecting Together to Build Trust

6 Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States

7 Research-Practice Partnerships in Mathematics Teacher Education

8 Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in Interaction

9 Building Multidirectional Learning Opportunities between Researcher, Teacher, and Teacher Educator Communities

10 School- and University-based Mathematics Teacher Educators’ Shared Expertise in a Third Space

11 Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts

12 Supporting the Development of Pedagogical Judgment

13 Prospective Mathematics Teachers as Learners in University and School Contexts

14 Practising Mathematics Teachers and Teacher-Education Initiatives

15 Organising Schools for Teacher and Leader Learning

Back Matter

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11 Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts

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International Handbook of Mathematics Teacher Education: Volume 3

Participants in Mathematics Teacher Education (Second Edition)

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