| Figures | ||
| 1.1. | Overarching framework for teacher collaboration | 17 |
| 1.2. | Diagram describing the evolution of relationships between areas of research, including teacher collaboration | 18 |
| 2.1. | Description of Six-Lens Framework and its use in VIDEO-LM sessions (from Karsenty, 2018, p. 273) | 57 |
| 2.2. | The problems introduced in the Japanese lesson | 59 |
| 2.3. | Counterexamples generated in the professional learning community, for the ‘rule’ associating inflection points of f (x) with the extreme points of f’(x), or the zeros of f’’ (x) | 60 |
| 2.4. | Two-tiered communities of practice | 65 |
| 2.5. | Example of a “what’s wrong?” task for primary school students | 66 |
| 2.6. | Example of a “what’s wrong?” task for secondary school students | 67 |
| 2.7. | Mathematical task created by teachers in the primary project team (from Kaur & Yeap, 2009a, p. 19) | 68 |
| 2.8. | Mathematical task created by teachers in the secondary project team (from Kaur & Yeap, 2009b, p. 42) | 69 |
| 2.9. | Task for grade 1 students | 70 |
| 2.10. | Task for grade 8 students (from Yeap & Kaur, 2010, p. 77). | 71 |
| 3.1. | Example of a multiple solution task – A collaborative solution space created by community leaders (adapted from Leikin et al., 2018) | 86 |
| 3.2a. | Transforming standard task from a matriculation examination (May 2013) into investigation task | 87 |
| 3.2b. | Transforming standard task from a matriculation examination (May 2013) into investigation task | 88 |
| 3.3. | Model of development of communities of practice | 92 |
| 3.4. | Distribution of time between different parts of the meetings in LCP-K: Changes over the course of the year | 94 |
| 3.5. | Active participation in the creativity-directed activities during workshops in LCP-K | 97 |
| 4.1. | One representation in the number line of and made by a student (arcs added during the discussion) | 113 |
| 4.2. | Task on representing decimal fractions | 115 |
| 4.3. | The lesson: Dance moves | 119 |
| 4.4. | Parallel line notation for dance moves | 120 |
| 5.1. | Interconnected model of professional growth (from Clarke & Hollingsworth, 2002, p. 951) | 132 |
| 5.2. | Nielsen’s (2012) model of the change environment (from Nielsen, 2012, p. 630) | 134 |
| 5.3. | Matomes change environment at commencement of lesson study cycle 1 | 138 |
| 5.4. | Matomes change environment after lesson study cycle 1 | 139 |
| 8.1. | MERLO item on fractions (A, B, C equivalent, D, E distractors) | 219 |
| 8.2. | MERLO item on inverse proportionality: new formulation of the task (A, B, C equivalent, D, E distractors) | 223 |
| 8.3. | Partial snapshot of a browser extension tool for tagging web-based resources | 230 |
| 8.4. | Dashboard representing balance of a collection of resources | 230 |
| 9.1. | SANC project communities and key project spaces (from Graven, 2017, p. 27) | 249 |
| 9.2. | Mathematics education research and development trajectories of three SANC program members | 258 |
| 10.1. | Second grade shading task solution as copied into field notes | 275 |
| 11.1. | Multiple contexts for prospective teacher learning about children’s multiple mathematical knowledge bases (from Turner & Drake, 2016, p. 40) | 294 |
| 12.1. | The range of teachers’ pedagogical judgment (adapted from Cuban, 1993, p. 270) | 324 |
| 12.2. | Transcript conventions used in this chapter | 327 |
| 12.3. | Warm up problem from Brad’s class | 333 |
| 13.1. | Relating mathematical knowledge for teaching and professional noticing | 352 |
| 13.2. | Enactment of professional noticing and MKT (from Thomas et al., 2017, p. 14) | 353 |
| 13.3. | The virtuous circle of noticing in teacher education programs (from Ivars et al., 2018, p. 13) | 355 |
| 15.1. | Diagram illustrating the coordinated system of learning supports for teachers in the Roosevelt context | 402 |
| 15.2. | Diagram illustrating the timeline of observed leadership for one particular goal across different learning structures | 410 |
| Tables | ||
| 1.1. | Epistemological stance toward student learning data in professional learning communities: One dimension of an inquiry stance (from Nelson et al., 2012) | 34 |
| 1.2. | Nature of dialogue when using student learning data in professional learning communities: One dimension of an inquiry stance (from Nelson et al., 2012) | 36 |
| 6.1. | The DMIS stages and defining features (from Bennett & Bennett, 2004) | 162 |
| 6.2. | Aggregate statistical findings from learning mathematics for teaching assessment 2014–2017 | 171 |
| 7.1. | Key elements of each research-practice partnership project along the dimensions of Henrick et al.’s (2017) framework | 204 |
| 13.1. | Processes in the different conceptualisations of professional noticing | 350 |
List of Figures and Tables
In: International Handbook of Mathematics Teacher Education: Volume 3
Editors:
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Gwendolyn M. Lloyd
Gwendolyn M. Lloyd
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Olive Chapman
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