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in International Handbook of Mathematics Teacher Education: Volume 4

Herausgeber:innen:

Kim Beswick

Kim Beswick
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Olive Chapman

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Seiten:: ix–x

Angemeldet über:

Dar Hadith al Hassania

Figures
1.1.	Examples of hierarchical models of mathematics teacher educators’ (MTEs’) knowledge and practice	18
1.2.	Investigation task. (a) Multiple solutions. (b) Problems posed by teachers. (c) Yoni’s theorem	25
1.3.	Shifts in attention. (a) “different roles of the segment ED” when proving Problem 1. (b) Focusing on different types of triangles when proving Yoni’s theorem using Menelaus theorem	26
1.4.	Distinctive characteristics of the three mathematics teacher educators’ communities of practice	30
1.5.	Mathematics teacher educators’ (MTEs’) knowledge in terms of intellectual potential and mathematical challenge	31
3.1.	Adam’s zone configuration during the practicum	60
3.2.	Adam’s zone configuration during his first year of teaching	61
3.3.	Adam’s zone configuration during his second year of teaching	62
3.4.	Three layers of application of zone theory	63
3.5.	Sample pedagogical content knowledge item for primary school teachers	66
3.6.	Sample pedagogical content knowledge item for secondary school teachers	66
4.1.	A church	82
4.2.	The new church	83
6.1.	Exercise A	139
6.2.	Exercise B	140
8.1.	Model for mathematics teacher educators’ (MTEs’) goals and classroom practices for providing prospective teachers with opportunities to develop pedagogical content knowledge	200
9.1.	Conceptual framework	233
10.1.	The five dimensions of powerful classrooms	272
10.2.	A non-linear representation of TRU, representing the interconnections of the five TRU dimensions, with mathematics at the core (from Schoenfeld, 2016, reproduced with permission)	294
11.1.	Probing “defining” and “equating” contructed meanings of the equal sign	316
11.2.	Scaffolding for the task shown in Figure 11.1	317
11.3.	Excerpt of task addressing questions about plus/minus and square root	319
11.4.	Modified complex zeros task for graduate practising teachers (adapted from Usiskin et al., 2003)	326
11.5.	Mathematics-specific Technologies course project assignment	329
11.6.	Pre- and post-assessment items (from Epperson, 2009)	330
11.7.	Connecting patterns to visual representations (from Epperson, 2010)	333
11.8.	Sample revision of task connecting patterns to visual representations	334
11.9.	Exam question 10 on patterns and visual representations	335
11.10.	Student response receiving full credit on exam question 10	335
13.1.	Ecological systems model (from Bronfenbrenner, 1977)	380
Tables
3.1.	Relationship of Valsiner’s zones to factors influencing mathematics teachers’ use of digital technologies	59
3.2.	Relationship of Valsiner’s zones to influences on mathematics teacher educator (MTE) learning and development	64
8.1.	Mathematics teacher educators’ goals and practices related to providing opportunities to develop prospective teachers’ pedagogical content knowledge (PCK)	204
9.1.	The nine research journals	235
9.2.	Number of articles with respect to methodological approaches used, teacher educators’ specialized subject area, and number of teacher educators studied	237
9.3.	Number of articles in each practice category	238
9.4.	Number of articles with results related to themes of preparation of prospective teachers practice	239
9.5.	Number of articles with results related to themes of professional development for practising teachers practice	245
9.6.	Number of articles with results related to themes of school teaching practice	248
9.7.	Number of articles with results related to themes of research practice	250
9.8.	Number of articles with results related to themes of teacher educators’ education and professional development practice	252
11.1.	Mathematics teacher educator learning themes from Zaslavsky (2008) in graduate (practising) and undergraduate (prospective) courses for the topics of Functions and Equations, Visualising Complex-valued Zeros, and Building Functions	337

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International Handbook of Mathematics Teacher Education: Volume 4

The Mathematics Teacher Educator as a Developing Professional (Second Edition)

ISBN:: 9789004424210

Verleger:: Brill

Print-Publikationsdatum:: 05 May 2020

Fachgebiete
- Biologie
  - Mathematik & Informatik
- Pädagogik

Front Matter

Preface

Figures and Tables

Mathematics Teacher Educators as Developing Professionals

Part 1 Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics

Chapter 1 How Far is the Horizon?

Chapter 2 Developing as a Mathematics Teacher Educator

Chapter 3 Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator

Part 2 Mathematics Teacher Educators Learning in Transitions and through Collaborations

Chapter 4 Theorising Theorising

Chapter 5 Mathematics Teacher Educator Collaborations

Chapter 6 Educating Mathematics Teacher Educators

Chapter 7 Mathematics Teacher Educators’ Learning through Self-Based Methodologies

Chapter 8 Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses

Chapter 9 Learning to Be Mathematics Teacher Educators

Chapter 10 Learning with and from TRU

Chapter 11 Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice

Chapter 12 Mathematics Teaching Development in Higher Education

Chapter 13 Becoming a Mathematics Teacher Educator

Part 4 Researching Mathematics Teacher Educators

Chapter 14 Competing Pressures on Mathematics Teacher Educators

Back Matter

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International Handbook of Mathematics Teacher Education: Volume 4

The Mathematics Teacher Educator as a Developing Professional (Second Edition)

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