Mathematics teachers in transition

(Studies in Mathematical Thinking and Learning Series)

 Elizabeth Fennema e Barbara Scott Nelson

Routledge | 1997 | 447 páginas | rar - pdf | Mb

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This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. 
One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Contents: 
Preface. 
Part I: Introduction. 
B.S. Nelson, Learning About Teacher Change in the Context of Mathematics Reform: Where Have We Come From? 
Part II: Theoretical Perspectives on Studying Teacher Change. 
L. Goldsmith, D. Shifter, Understanding Teachers in Transition: Characteristics of a Model for Developing Teachers. 
M. Simon, Developing New Models of Mathematics Teaching: An Imperative for Research on Mathematics Teacher Development. 
T.J. Cooney, B. Shealy, On Understanding the Structure of Teachers' Beliefs and Their Relationship to Change. 
P.B. Campbell, The More Things Change…Gender, Change, and Mathematics Education. 
Part III: Context and Teacher Change. 
D. Jones, A Conceptual Framework for Studying the Relevance of Context to Mathematics Teachers' Change. 
M.K. Stein, C. Brown, Teacher Learning in Social Context: Integrating Collaborative and Institutional Processes With the Study of Teacher Change. 
W.G. Secada, L.B. Adajian,Mathematics Teachers' Change in the Context of Their Professional Communities. 
Part IV:Studies of Professional Development Programs in Action. 
C.A. Lubinski, P.A. Jaberg, Teacher Change and Mathematics K-4: Developing a Theoretical Perspective. 
M. Franke, E. Fennema, T.P. Carpenter, Changing Teachers: Interactions Between Beliefs and Classroom Practice. 
J. Stocks, J. Schofield, Educational Reform and Professional Development. 
P.F. Campbell, D.Y. White, Project IMPACT: Influencing and Supporting Teacher Change in Predominately Minority Schools. 
T.A. Romberg, Mathematics in Context: Impact on Teachers. 
C. Barnett, S. Friedman, Mathematics Case Discussions: Nothing Is Sacred. 
Part V: Summary and Synthesis. 
B.S. Nelson, Learning About Teacher Change in the Context of Mathematics Education Reform: Where Are We Going?

Becoming a Reflective Mathematics Teacher

(Studies in Mathematical Thinking and Learning Series)

Alice F. Artzt, Eleanor Armour-Thomas e Frances R. Curcio

Routledge| 2007 - 2ª edição | 240 páginas | rar - pdf | 1 Mb

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1ª edição - 2001

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment offers what every mathematics teacher educator or supervisor has been looking for. Ideally suited for use with students who are taking a methods course or who are student teaching, this activity-oriented, research-based text: 
*supplies detailed observation instruments that preservice teachers can use when they observe other teachers. Each instrument focuses on a critical aspect of instructional practice in mathematics (e.g., tasks, learning environment, discourse). In addition, it requires the observer to make conjectures regarding the teachers' underlying cognitions (e.g., knowledge, beliefs, goals) that might account for the instructional practice they observe. 
*offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner. Students can work through the activities over the period of a year. The structured observations and reflective activities are modular, and the framework applies to all observations of teaching, no matter what the instructional content. 
*includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers. The unique aspect of these guidelines and instruments is the link they make between teachers' cognitions and their instructional practice. 
All instruments and suggested activities are couched within a highly effective framework for teacher reflection and self-assessment that was developed in the spirit of the NCTM professional teaching standards. This framework is grounded in a cognitive perspective on learner-centered teaching. In Part I, the framework is explained and its validity is documented. Part II shows how teachers can use the framework to observe other teachers' classroom work, and to reflect on their own teaching. Part III offers case studies to help readers see how the method works.

Contents
Part I: Philosophical Basis for the Model
1. Toward an Understanding of Student-Centered Teaching
2. A Framework for the Examination of Instructional Practice
3. A Framework for the Examination of Teacher Cognitions
4. Putting It All Together
Part II: How to Use the Model
5. Using the Model to Examine Teachers’ Instructional Practice and Cognitions
6. Using the Model to Examine Your Own Instructional Practice and Cognitions
7. Using a Portfolio to Document How You Engage in Self-Assessment and Reflection
Part III: Evidence: The Model in Action
8. Case Studies of the Model in Action: Five Cases
Appendix A: Research Results of Exploratory Study
Appendix B: Observation Guidelines
Appendix C: Observation Charts Made by Preservice Teachers
Appendix D: Guides and Forms for Supervised Observations
Appendix E: Portfolio Assignment and Rubrics

The Essential Guide to Secondary Mathematics: Successful and enjoyable teaching and learning

 Colin Foster

Routledge | 2012 | 212 páginas | rar-pdf | 2,47Mb

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(password: matav)

• Preparing yourself: thinking about mathematics and pedagogy, taking care of your health and dealing with stress

• Different styles of learning and teaching mathematics

• Ideas for lessons: what does it take to turn an idea into a lesson?

• Tasks, timings and resources

• Equality and dealing positively with difference

• Mathematical starters, fillers and finishers: achieving variety

• The mathematical classroom community: seating layouts, displays and practical considerations

• Assessment: effective strategies for responding to learners‘ mathematics and writing reports.

Combining research-based theory with fresh, practical guidance for the classroom, The Essential Guide to Secondary Mathematics is a stimulating new resource for all student and practising teachers looking for new ideas and inspiration. With an emphasis on exciting your mathematical and pedagogical passions, it focuses on the dynamics of the classroom and the process of designing and using rich mathematical tasks.

Written by a highly experienced mathematics teacher who understands the realities of the secondary classroom, this book combines insights from the latest research into mathematical learning with useful strategies and ideas for engaging teaching. The text is punctuated by frequent tasks, some mathematical and others more reflective, which are designed to encourage independent thinking. Key topics covered include:

The Essential Guide to Secondary Mathematics will be a valuable resource both for beginning teachers interested in developing their understanding, and for experienced teachers looking to re-evaluate their practice. Aiming to develop all aspects of your mathematics teaching, this book will help you to devise, adapt and implement ideas for successful and enjoyable teaching and learning.

Contents

List of illustrations vii

List of tasks ix

Acknowledgments xiv

Introduction xv

1 The mathematics teacher 1

2 Developing as a mathematics teacher 13

PART 1

Preparing to teach mathematics 27

3 Preparing yourself 29

4 Learning and teaching mathematics 41

5 Ideas for lessons 53

6 Tasks, timings and resources 64

7 Equality and difference 80

8 Starters, fi llers and fi nishers 94

PART 2

Teaching mathematics 107

9 A mathematical classroom community 109

10 Listening and intervening 126

11 Groups and individuals 139

12 Extending and fi nishing 149

13 Independent thinking 160

14 Assessment 172

15 Constraints 186

References 199

Index 212

Teachers Engaged in Research Inquiry into Mathematics Classrooms, Grades Pre K-2

Stephanie Z. Smith, Georgia State University
Marvin E. Smith, Georgia Southern University 

Information Age Publishing | 2006 | 257 páginas | RAR - PDF | 7,2 Mb

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This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers’ consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors’ work that readers can use in their own classrooms.

CONTENTS
Introduction to the Series, Marilyn Cochran-Smith.
Introduction to the Pre-K–2 Volume, Stephanie Z. Smith and Marvin E. Smith.
Using Your Own Teaching as a Site for Research into Practice, Mary Kay Archer, Theresa J. Grant, and Kate Kline.
Mathematical Argument in a Second Grade Class: Generating and Justifying Generalized Statements about Odd and Even Numbers, Annie Keith.
Teacher as Researcher: Research as a Partnership,Karen Schweitzer. A Look at a Child’s Understanding of Mathematical Ideas through His Representations, Ana Vaisenstein.
Using Children’s Understandings of Linear Measurement to Inform Instruction, Linda Jaslow and Tanya Vik.
Classroom Research Informs Measure Up: A Different Look at Elementary Mathematics, Claire Okazaki, Fay Zenigami, and Barbara Dougherty.
You Changed My Mind about Triangles! Laurie Renfro.
Using Classroom Assessment to Support Growth of Number Sense in First Grade, Laurie Hands.
Uncovering Children’s Thinking about Pattern: Teacher-Researchers Improving Classroom Practice, Regina Wicks and Rita Janes.

Livros da mesma série, disponíveis no blog:

Teachers Engaged in Research: Inquiry in Mathematics Classrooms, Grades 3-5

Teachers Engaged in Research Inquiry into Mathematics Classrooms, Grades 9-12

Teachers Engaged in Research Inquiry into Mathematics Classrooms, Grades 9-12

Laura R. Van Zoest, Western Michigan University 

Information Age Publishing | 2006 | 292 páginas | RAR - PDF | 1,8 Mb

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This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students' understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms. By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think along with them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education community an important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, and others interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education. This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned about research from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation in communities that value research, (b) the potential of teacher research as a way to warrant teacher practice, (c) the power of video and other artifacts of teaching to support classroom inquiry, (d) connections between teaching and research, and (e) the publication process as professional development.

CONTENTS
Introduction to the Series, Marilyn Cochran-Smith. 
Introduction to the 9–12 Volume, Laura R. Van Zoest.
Probability Simulation: What a Teaching Experiment Revealed About Student Reasoning and Beliefs, Gwendolyn Zimmermann. 
Student Understanding of the Concept of Limit in a Technological Environment, William J. Harrington. Using Research to Analyze, Inform, and Assess Changes in Instruction, Heather J. Robinson. 
From Teachers’ Conversations to Students’ Mathematical Communications, Florence Glanfield, Ann Oviatt e Darlene Bazcuk. 
Lessons Teachers Can Learn About Students’ Mathematical Understanding Through Conversations With Them About Their Thinking: Implications for Practice, Craig Huhn, Kellie Huhn, e Peg Lamb. 
Navigating the Learning Curve: Learning to Teach Mathematics Through Lesson Study, John Carter, Robert Gammelgaard, e Michelle Pope. 
Learning From Elementary School Mathematics Research: Changes in the Beliefs and Practices of Secondary School Teachers, Scott Hendrickson e Sharon Christensen, com Vicki Lyons e Adrianne Olson. 
Giving Voice to Success in Mathematics Class, P. Janelle McFeetors.
Exploring Culture and Pedagogy in Mathematics Class Through Student Interviews, Jesse Solomon. 
Teaching Mathematics With Problems: What One Teacher Learned Through Research, Nicole Garcia e Patricio G. Herbst. 
Refreshing Mathematics Instruction Through Motion, Technology, and a Research Collaboration, Apolinário Barros e Dorina Sackman. 
Collaborating to Investigate and Improve Classroom Mathematics Discourse, Maureen Grant e Rebecca McGraw. 
Professional Development as a Catalyst for Classroom Change, Michael Verkaik e Beth Ritsema.

Livro relacionado, disponível no blog:

Teachers Engaged in Research: Inquiry in Mathematics Classrooms, Grades 3-5

Teachers Engaged in Research: Inquiry in Mathematics Classrooms, Grades 3-5

Cynthia W. Langrall

Information Age Publishing | 2006 | 245 páginas | RAR - PDF | 12,8 Mb

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The goal of this series is to use teachers' accounts of classroom inquiry to make public and explicit the processes of doing research in classrooms. Teaching is a complex, multi-faceted task, and this complexity often is not captured in research articles. Our goal is to illuminate this complexity. Research that is done in classrooms by and with teachers is necessarily messy, and our stance is that the ways in which this is so should be articulated, not hidden. Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.


CONTENTS
Series Foreword
Marilyn Cochran-Smith zx
l. Introduction to the 3-5 Volume
Cynthia W. Langrall 1
2. The Impact of Classroom Research on Student and Teacher Learning: Division of Fractions
Barbara Adams and Janet Sharp 13
3. Reasoning and Sense-making: What Can We Expect in Grades Three Through Five?
Tammy Covi, Nadene Ratcliff, Cheryl A. Lubinski, and Janet Warfield 33
4. Arithmetic to Algebra: A Teacher's Journey
June Soares 49
5. Exploring Multiplicative Reasoning
Judy Atcheson 59
6. Writing Mathematical Writing
Eileen Phillips 83
7. Applying Research in the Classroom: Investigating Problem-Solving Instruction
Christina Nugent 113
8. Teacher as Researcher-Researcher as Learner
Jennifer Segebart 129
9. The Importance of Student Sharing Sessions: Analyzing and Comparing Subtraction Strategies
Meghan B. Steinmeyer 145
10. Examining Teacher Questioning Through a Probability Unit
Ken Valentine and Dorothy Y. White 155
11. Gwen's Story: Researching Teaching With Others in a Lesson Study Transforms a Beginning Teacher's Understanding
Ann R Taylor, Laurel D. Puchner, Gwen Scheibel 179
12. What's a Literature Person Like You Doing, Teaching and Researching in Elementary Level Mathematics?
Vicki Zack 201

Relearning Mathematics: A Challenge for Prospective Elementary School Teachers

Rina Zazkis

Information Age Publishing | 2011| 139 páginas | PDF | 2 Mb

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This book is grounded in the author's experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts. It is a reflection on practice and an attempt to cope with a double challenge: that of a teacher, in helping prospective teachers make sense of mathematics, and that of a researcher, in an attempt to understand and describe the challenges faced by students. This work fits within the current community interest on teacher education and provides a novel focus, with both theoretical and practical considerations. The central claim in this book is that encounters with mathematical content by prospective elementary school teachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related to elementary number theory (e.g. divisibility, prime factorization), which is referred to as a "forgotten queen" (following Gauss' reference to number theory as a queen of mathematics). This is the content area that has not received significant attention in mathematics education research. The book can be summarized as an attempt to address the following questions: What is relearning of mathematical content and how is it similar to or different from learning? What are the examples of specific mathematical topics or concepts that require relearning? What pedagogical approaches can support relearning? The detailed analysis of research data and pedagogical approaches presented in the book are intertwined with stories of personal experiences of the author, which makes the reading not only intellectually stimulating but also enjoyable.

CONTENTS

Introduction .. vii

1. Motivation and Research Setting .. 1

2. On Learning and Relearning .. 7

3. A Case for Number Theory in Mathematics Education ..17

4. From Parity to Divisibility: Reconsidering Definitions ..31

5. Prime Numbers: Reconstructing Concept Image ..53

6. Divisibility: From Action to Object ..81

7. Pedagogy of Relearning ..109

8. On Student Difficulties ..119

References ..123

Outros livros da mesma autora, disponíveis no blog:

- Campbell. S. R., & Zazkis, R. (Eds.) (2002). Learning and teaching number theory: Research in cognition and instruction. Westport, CT: Ablex Publishing
- Zazkis, R. & Campbell, S. R. (Eds). (2006). Number theory in mathematics education: Perspectives and prospects. Lawrence Erlbaum Press.
- Leikin, R. & Zazkis, R. (Eds.) (2010). Learning through Teaching Mathematics:  Developing teachers’ knowledge and expertise in practice. Springer.

Capítulos em livros, da mesma autora, disponíveis no blog:

- Zazkis, R. & Gadowsky, K. (2001). Attending to transparent features of opaque representations of natural numbers. In A. Cuoco (Ed.), NCTM 2001 Yearbook: The roles of representation in school mathematics (pp. 41-52). Reston, VA: NCTM.
-  Zazkis, R. (2008). Divisibility and transparency of number representations. In M. P. Carlson & C. Rasmussen (Eds.), Making the Connection: Research and practice in undergraduate mathematics (pp. 81-92). MAA notes. 


Artigos em revistas, da mesma autora (link)

Supporting Early Mathematical Development Practical Approaches to Play-Based Learning

Caroline McGrath

Routledge | 2010 | 264 páginas | PDF | 3,25 Mb

link

Supporting Early Mathematical Development is an essential text for current Early Years practitioners and students, offering an excellent blend of theory and practice that will enable you to provide successful mathematical education for children from birth to eight years old. Charting the delivery of mathematical development in Playgroups, Children's Centres, Nurseries and Primary Schools, it forges links between current practice and fundamental Early Years principles and makes suggestions for creating effective pedagogies in maths teaching.

Promoting mathematical development through play-based learning, this book presents:

• a wealth of practical multi-sensory teaching strategies
• instructional methodologies
• activity ideas incorporating play, books, songs, cookery and the outdoors
• examples of children's work
• advice on translating theory into practice
• questions for reflective practice.

Throughout the book, Caroline McGrath breaks down the complexity of teaching and learning mathematics into simple steps and guides readers through possible gaps in their knowledge, bringing fresh enthusiasm to teaching mathematics. This is an invaluable resource for practitioners and trainee teachers wishing to strengthen their mathematical teaching and professional practice, or for students on a wide range of Early Years courses.

Contents

List of tables Introduction 1. Fear, anxiety and other emotions 2. General Principals 3. Specific Principles 4. Connecting Curricula 5. Early Years Foundation Stage Mathematics 6. Understanding Number 7. Understanding number operations: addition and subtraction 8. Understanding number operations: multiplication and division 9. Problem Solving Conclusion Reflecting on your Learning References Index

Learning to Teach and Teaching to Learn Mathematics: Resources for Professional Development

Matt DeLong e Dale Winter

(Maa Notes)


Mathematical Association of America | 2001 | 285 páginas | rar - PDF | 1,4 Mb

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Learning to Teach and Teaching to Learn Mathematics is a useful reference for departments interested in creating or enhancing an integrated program to improve the teaching of mathematics by their new and even not so new instructors. The book is a user-friendly guide for implementing such a program. —George Ashline on MAA Online

Any individual community college teacher or mathematics department as a group who wants to actively engage in professional development needs to have this comprehensive resource. This high-quality, comprehensive resource belongs in every mathematics instructor's hands. — Kayana Hoagland, The Mathematics Teacher

Every year thousands of new mathematics instructors and teaching assistants begin their teaching careers, and, scores of experienced faculty seek ways to explore the new teaching possibilities offered by technological and pedagogical innovations. There is a great need for tools to train college mathematics instructors in both basic teaching skills and innovative methodologies. Learning to Teach and Teaching to Learn Mathematics is a self-contained and extensive resource that addresses this need. It describes training and mentoring activities that have been successfully used in a variety of settings. with a wide range of new instructors, including graduate student teaching assistants, undergraduate tutors, graders and lab assistants, as well as postdoctoral, adjunct, part-time and new regular-rank faculty. It addresses a variety of teaching issues including cooperative learning, technology, and assessment.

The book provides a broad range of material including:

• the structure and operation of an integrated professional development program.
• a complete description of a pre-semester orientation session for instructors who are either new to teaching or new to a department
• a guide to visiting and observing classrooms, including samples observations made and the feedback given.
• descriptions of procedures for customizing and developing new training materials.
• an extensive list of references and suggested readings.

This material will be of interest to faculty and instructional staff responsible for training and mentoring adjuncts, new faculty, graduate students, and undergraduate assistants and to those interested in an integrated approach to improving and expanding their teaching skills. Although specifically written as training materials, each chapter includes an introduction, goals, activities, and an annotated list of suggested readings.

"From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development

Ghislaine Gueudet, Birgit Pepin, Luc Trouche

Springer | 2011 | 369 páginas | PDF | 10 Mb

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• The book addresses both secondary and primary teachers and curricula
• Draws from research in several countries, and authors with diverse expertise
• Connects the design of curricula and the use of curricula by teachers

Curriculum materials and the interaction with these materials and resources is central in teacher education and professional development. How teachers use and learn from materials fundamentally depends on the interactions between three components: the reader, the material and the context. Teachers’ use and learning from text-based materials depends to a large extent on the characteristics of the materials, on the teaching activity in which the teacher is engaged, teachers’ beliefs and knowledge, and how these are aligned with the curriculum. What kinds of curriculum materials do teachers select and use, and how? How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? These factors interact in complex ways, as teachers select, interpret and shape the materials, individually and collaboratively with groups of colleagues. The characteristics of the resources shape the teacher’s activity; analysing these characteristics enlightens the mathematics presented to the students, and more generally the classroom practice and the development of teacher professional knowledge. 

The purpose of this book is to provide a wider perspective on this issue in the field of mathematics education. It studies curriculum materials and their uses, in addition to investigations of teacher adaptation and use of those materials, and pays particular attention to digital resources. Teacher’s professional activity is studied as a whole, at different moments and in different contexts, in-class and out-of-class, with a variety of agents. The collective dimensions of this activity, the role of a variety of collectives for teachers professional development, constitute a major focus of the work presented here.

Índice

Foreword: R. Sträßer, Professor of Mathematics Education, Giessen, Germany.- Introduction:G. Gueudet, B. Pepin & L. Trouche.- Section 1: Teacher resources.- Chap. 1 (J. Adler): Knowledge resources in and for school mathematics teaching.- Chap. 2 (G. Gueudet & L. Trouche): Teachers’ work with resources: documentational geneses and professional geneses.- Chap. 3 (G. Sensevy): Patterns of didactic intentions, thought collective and documentation work.- Chap. 4 (M. A. Mariotti & M. Maracci): Resources for the teacher from a semiotic mediation perspective.- Reaction to section 1: B. Barton, President of ICMI, University of Auckland, New Zealand.- Section 2: Text and Curriculum resources.- Chap. 5 (K. Ruthven): Constituting Digital Tools and Materials as Classroom Resources.- Chap. 6 (J. Remillard): Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources.- Chap. 7 (B. Pepin): Task analysis as ‘Catalytic Tool’ for feedback and teacher learning: Working with teachers on mathematics curriculum materials.- Chap. 8 (W. Schmidt): The Cumulative Effects of Middle School Tracking: How Content Coverage Varies.- Chap. 9 (C. Proust): Teachers’ writings and students’ writings’: school material in Mesopotamia.- Reaction to section 2: M. Swan, Professor of Mathematics Education, Shell Centre, The University of Nottingham, UK.- Section 3: Use of resources.- Chap. 10 (C. Kieran, D. Tanguay & A. Solares): Researcher-designed resources and their adaptation within classroom teaching practice.- Chap. 11 (D. Forest & A Mercier): Classroom's video data and teaching resources: Some thoughts on teacher education.- Chap. 12 (S. Rezat): Interactions of teachers' and students' use of mathematics textbooks: A study of documentational genesis.- Chap. 13 (M. Trigueros & D. Lozano): Teachers teaching mathematics with Enciclomedia.- Chap. 14 (P. Drijvers): Teachers transforming resources into orchestrations.- Reaction to section 3: L. Radford, Professor of Mathematics Education, Laurentian University in Ontario, Canada.- Section 4: Collaborative use.- Chap. 15 (C. Winsløw): A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark.- Chap. 16 (G. Gueudet & L. Trouche): Communities, documents and professional geneses: interrelated stories.- Chap. 17 (J. Visnovska, P. Cobb & C. Dean): Mathematics teachers as instructional designers: what does it take?.- Reaction to section 4: B. Jaworski, Chair in Mathematics Education, Loughborough University, UK.-Closing reaction: D. Lowenberg Ball, Professor in Education, Dean, School of Education, University of Michigan, USA.- Conclusion: the editors.

Hidden Dimensions in the Professional Development of Mathematics Teachers: In-Service Education for and With Teachers

Bettiina Roesken

Sense Publishers | 2010 | 174 páginas | PDF | 4,5 Mb

link

Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. Such a vision encompasses support on many levels, as the following teacher statement so aptly points to: Edith: And if we then, and I am now talking of Mathematics Done Differently, are fortunate that such terrific mathematicians come into the school, this here is an experience that one could not have if one would drive elsewhere to attend an in-service course. [...] That we as teachers see that support from outside is provided, that we will be supported, is important [...]. This book presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers' individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.

Becoming a Mathematics Teacher: Identity and Identifications

Tony Brown
(Mathematics Education Library)

Springer | 2011 | 192 páginas | PDF | 1 Mb

link

The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.

Mathematics Teaching & Learning in K-12: Equity and Professional Development

Mary Q. Foote

Palgrave Macmillan | 2010 | 242 páginas | PDF | 1,41 Mb

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This volume contains a number of studies on professional development that blend issues in mathematics education with issues of equity. The composition of U.S. schools is becoming more diverse while the teaching force remains largely White and middle class. Teachers are thus meeting students who have backgrounds significantly different from their own. Teaching these diverse students effectively involves attending to multiple issues that impact classroom performance, as well as developing multiple knowledge bases including knowledge of content, and knowledge of students and their communities. Professional development must therefore address both mathematics and equity so that student learning can be enhanced.

Constructing Knowledge for Teaching Secondary Mathematics: Tasks to enhance prospective and practicing teacher learning

(Mathematics Teacher Education)

Orit Zaslavsky, Peter Sullivan

Springer | 2011 | 336 páginas | PDF | 12,01 Mb

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Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.

What Does Understanding Mathematics Mean for Teachers?: Relationship as a Metaphor for Knowing

 (Studies in Curriculum Theory Series)

Yuichi Handa

Springer | 2011 | 168 páginas | PDF | 668 kb

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epub - 279 kb

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This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject.

In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

Expertise in Mathematics Instruction: An International Perspective

Yeping Li, Gabriele Kaiser

Springer | 2010 | 372 páginas | PDF | 2,6 Mb

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Accumulated research findings in past decades have led to the common knowledge that teachers’ professional knowledge is essential to effective classroom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. Expertise in Mathematics Instruction addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the nature of expertise in mathematics instruction from both researchers’ and practitioners’ perspectives. Moreover, with research contributions from both the East and the West, this book also examines ideas pertinent to fostering and demonstrating expertise in mathematics instruction within different system contexts. This book will raise questions and issues for mathematics education researchers to guide a critical examination of what can be learned from other education systems.

Expertise in Mathematics Instruction builds on its theoretical and methodological approach with contributions from international experts in the field. Additionally, a review of related research from mathematics education serves as an introduction to the new research in both Eastern and Western settings. Concluding this resource is a reflection on the benefits of this international collaboration and possible research directions for the future. The final chapter cohesively joins traditional and current research for action.

Expertise in Mathematics Instruction is of interest to researchers in mathematics education, mathematics teacher educators, and mathematics educators.

Mathematical Knowledge in Teaching

Tim Rowland

Springer | 2010  | 236 páginas | PDF | 3 Mb

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The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

Mathematics Teacher Noticing: Seeing Through Teachers' Eyes

Miriam Sherin, Vicki Jacobs and Randy Philipp

Routledge | 2010 | 280 páginas | PDF | 1,2 Mb

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Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.

Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States

Studies in Mathematical Thinking and Learning Series

Liping Ma

Routledge | 2010 | 232 páginas | PDF | 2 Mb

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scribd.com



Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.

The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.

Learning Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in Practice

(Mathematics Teacher Education)
Roza Leikin, Rina Zazkis

Springer | 2010 | 250 páginas | PDF | 1,59 MB

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4shared.com

This volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content – numerical literacy, geometry, algebra, and real analysis – and a variety of levels – elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers’ learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?"Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers’ knowledge and complexity of teacher’s work, while presenting them from a relatively unexplored perspective – learning through teaching mathematics
Índice:Part I: Theoretical and Methodological Perspectives on Teachers’ Learning through Teaching
Roza Leikin and Rina Zazkis - Teachers’ opportunities to learn mathematics through teaching
John Mason - Attention and intention: Learning about teaching through teaching
Ron Tzur - What and How might mathematics teachers learn via teaching: Contributions to closing an unspoken gap
Roza Leikin - Learning through teaching though the lens of multiple solution tasks
Part II: Examples of Learning through teaching: Pedagogical mathematics
Rina Zazkis - What have I learned: Mathematical insights and pedagogical implication
Marcelo Borba and Rúbia B. A. Zulatto - Dialogical education and learning mathematics online from teachers.
Carolyn Kieran and José Guzmán - Role of task and technology in provoking teacher change: A case of proofs and proving in high school Algebra
Nick Jackiw and Nathalie Sinclair - Learning through teaching when teaching machines: Discursive interaction design in Sketchpad
Robin Marcus and Daniel Chazan - What experienced teachers have learned from helping students think about solving equations in the one-variable-first algebra curriculum
Part III: Examples of Learning through teaching: Mathematical pedagogy
Michal Yerushalmy and Shulamit Elikan - Exploring reform ideas of teaching Algebra: Analysis of videotaped episodes and conversations about them
Peter Liljedahl - On rapid professional growth: cases of learning through teaching
Lara Alcock - Interactions between teaching and research: Developing pedagogical content knowledge for Real Analysis
Helen Doerr and Stephen Lerman - Teachers learning from their teaching: The case of communicative practices
Dave Hewitt - Feedback: Expanding a repertoire and making choices

Outros livros da mesma autora, disponíveis no blog:

- Campbell. S. R., & Zazkis, R. (Eds.) (2002). Learning and teaching number theory: Research in cognition and instruction. Westport, CT: Ablex Publishing 
- Zazkis, R. & Campbell, S. R. (Eds). (2006). Number theory in mathematics education: Perspectives and prospects. Lawrence Erlbaum Press. 

- Zazkis, R. (2011). Relearning mathematics: A challenge for prospective elementary school teachers. Information Age Publishing. Charlotte, NC.

Capítulos em livros, da mesma autora, disponíveis no blog:

- Zazkis, R. & Gadowsky, K. (2001). Attending to transparent features of opaque representations of natural numbers. In A. Cuoco (Ed.), NCTM 2001 Yearbook: The roles of representation in school mathematics (pp. 41-52). Reston, VA: NCTM. 

-  Zazkis, R. (2008). Divisibility and transparency of number representations. In M. P. Carlson & C. Rasmussen (Eds.), Making the Connection: Research and practice in undergraduate mathematics (pp. 81-92). MAA notes.