Bücher der Reihe Mathematics Teacher Education

This book shows how teachers can use classroom mathematics tasks to support student learning, presenting data on the ways in which teachers used those tasks in a specific research project. Demonstrates how use of mathematics can promote effective learning.

This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence.

This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence.

Reporting the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy project (COACTIV), this book discusses the attributes that distinguish successful teachers.

The Use of Video Technology in Preservice Teacher Technology

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. Documentation refers to the complex and interactive ways that teachers work with resources;

This book offers a unifed approach to tasks used in the education of secondary mathematics teachers, based on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and more.

Reporting the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy project (COACTIV), this book discusses the attributes that distinguish successful teachers.

This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings.

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. Documentation refers to the complex and interactive ways that teachers work with resources;

Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers.

The idea of teachers Learning through Teaching (LTT) - when presented to a naive bystander - appears as an oxymoron. However, this book is about the learning of teachers, not the learning of students. As evident in this book, the experience of teaching presents teachers with an exciting opp- tunity for learning throughout their entire career.

This book offers a unifed approach to tasks used in the education of secondary mathematics teachers, based on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and more.

But rather than starting out with a conception of mathematics derived from the many histories mathematics might claim as its own we centre the analysis instead within the social practices that surround the teaching of the subject to children aged four to eleven in English primary schools today.

This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings.

This book offers a unique perspective on ways in which mathematicians: perceive their students' learning; The construction of these characters is based on large bodies of data including intense focused group interviews with mathematicians and extensive analyses of students' written work, collected and analyzed over a substantial period.