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International Approaches to Professional Development for Mathematics Teachers
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summary

Schools everywhere are being confronted with evolving learning and teaching paradigms that call into question a number of traditional math teaching techniques. These changes demand serious reflection on how to support frontline educators in developing their teaching skills.

Alternative approaches to professional development have been established worldwide that support teacher education and contribute to professional development that is informed by practice, created for practice and refined in practice. This volume provides a rich portrait of these emergent strategies in the professional development of math teachers, bridging the divide between theory and practice.

Written by researchers around the world, the contributions examine innovative approaches to the professional development of math teachers in different countries. Many of these approaches take into account the practitioner’s point of view and are fundamentally rooted in the context of the classroom.

Table of Contents

  1. Cover Page
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  1. Title Page
  2. p. iii
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  1. Copyright Page
  2. p. iv
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  1. Contents
  2. pp. v-viii
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  1. Introduction: Experiences in Different Countries in the Professional Development of Mathematics Teachers
  2. pp. ix-xviii
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  1. Part 1: International Perspectives on Mathematics Teacher Education
  2. p. 1
  1. Chapter 1: Situating Mathematics Teacher Education in a Global Context
  2. pp. 2-50
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  1. Part 2: Professional Development in Practice of Mathematics Teachers
  2. p. 51
  1. Chapter 2: The Professional Development of a Mathematics Teacher in the Role of a Subject Leader
  2. pp. 52-61
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  1. Chapter 3: Mentoring as Professional Development: A Case from Secondary-Level Mathematics
  2. pp. 62-71
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  1. Chapter 4: Facilitating Mathematics Teachers’ Professional Development through Ranking and Promotion in Mainland China
  2. pp. 72-85
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  1. Part 3: Professional Knowledge Development of Mathematics Teachers
  2. p. 87
  1. Chapter 5: Secondary Teachers’ Professional Development through the Exploration of School Mathematics
  2. pp. 88-97
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  1. Chapter 6: Dialogue among In-Service Teachers in an Internet-Based Mathematics Education Program
  2. pp. 98-107
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  1. Chapter 7: In-Service Professional Development for Teachers of Pre-University Mathematics
  2. pp. 108-116
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  1. Part 4: Experiences of Professional Development in Teaching Mathematics
  2. p. 117
  1. Chapter 8: In-Service Teacher Education: A Collaborative Experience with Non-Specialist Teachers Who Teach Mathematics
  2. pp. 118-127
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  1. Chapter 9: Formative Processes: Sharing Learning Experiences in Geometry
  2. pp. 128-136
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  1. Chapter 10: Collaborative Work and the Professional Development of Mathematics Teachers: Analysis of a Brazilian Experience
  2. pp. 137-149
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  1. Chapter 11: Assessing a Research/Professional Development Model in Patterning and Algebra
  2. pp. 150-161
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  1. Chapter 12: Professional Development: From Telling to Listening
  2. pp. 162-173
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  1. Chapter 13: Continuing Professional Education of Mathematics Teachers: Learning by Investigating
  2. pp. 174-181
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  1. Chapter 14: The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers
  2. pp. 182-193
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  1. Chapter 15: Investigating and Writing in the Professional Development of Mathematics Teachers
  2. pp. 194-201
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  1. Part 5: Reforms, Curricular Change, and Continuous Professional Development
  2. p. 203
  1. Chapter 16: Factors Affecting the Implementation of Reforms in Secondary School Mathematics
  2. pp. 204-212
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  1. Chapter 17: Teacher Development and Curricular Change: A Research Program
  2. pp. 213-222
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  1. Chapter 18: Researching Effective Continuing Professional Development in Mathematics Education
  2. pp. 223-231
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  1. Conclusion: Education of Practising Teachers, Professional Life, and Development of Mathematics Teachers
  2. pp. 232-246
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  1. Contributors
  2. pp. 247-254
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  1. Index
  2. pp. 255-263
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