International Approaches to Professional Development for Mathematics Teachers

Index

255 Index Abrantes, P., 176 academics, 23–24, 27, 236 Action, Reflection, Autonomy, and Networking , 32 Adler, J. et al., 11 Adler, Jill, 110 Adler, J. and B. Jaworski, 11 adult learning (andragogy), 204–5 Advisory Committee on Mathematics Education (ACME), 109, 223 advocating (in dialogue), 99 AERA symposium, 24, 32 “aim to promote”, 20 Alarcão, I., 129 A-level mathematics, 108, 109, 111, 112, 113 algebra: patterning and, 150–60, 241 Alrø, H. and O. Skovsmose, 98, 99, 104, 105–6 American Educational Research Association (AERA), 23 Analysis of the Mathematical School Discourse II, 102 Andrade, D. O., 219 andragogy, 204–5, 211 artificial collegiality, 123 Australia, 23 Austria, 38 autonomy, 37–8 Back, Jenni, 247 Bakhtin, M., 197 Balacheff, N., 11 balkanization, 122, 123 Ball, D. L., 88 Bao, Jiansheng, 247 Bao, J. and R. Huang, 23 Beatty, Ruth, 247 Bednarz, Nadine, 247 bilboquet activity, 178 Bolzan, D., 135 Boutinet, J. P., 53 Brazil, 38, 214, 234–6; collaborative work experience in, 137–49 Bruce, Catherine D., 247–8 Bryan, T. J., 88 Cabrí software, 132, 133 Carvalho, Dione Lucchesi de, 248 Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del Instituto Politécnico Nacional (CICATA -IPN), 98, 102 challenging (in dialogue), 100 Chapman, O., 29–30, 34 China, 23; conception of professional development in, 74–5; curriculum reform in, 75–6; promotional and ranking system, 73–4, 76–8, 234; strategies of professional development in, 75–6; teaching as profession in, 73–4, 77 Chissick, Naomi, 248 Clandinin, D. J. and F. M. Connelly, 197 clusters, 64; discussion example of synthetic division, 65–6; weekly meetings of, 64, 65, 67, 68; see also Partnerships in Reform in Mathematics Education (PRIME) Cochran-Smith, M. and S. L. Lytle, 34, 214 co-generative action-based investigation, 119–20 256 || Professional Development of Mathematics Teachers cognition, 183 co-learners and co-learning agreements, 25, 26–7 collaboration, 52–4, 58, 59, 119, 143, 147–8, 169–70, 239; benefits of, 53; between teachers or between teachers and teacher educators, 239; challenges of, 238–41; constrained, 122, 123; designed a priori, 239–40; differences among approaches, 239–40; differences in actors involved in, 240; emerging during process, 240; implicit power relations in, 240–1; leadership and, 53–4; learning from, 67–8; mentoring and, 67–8; as a process in which different partners are engaged, 240; taking an inquiry stance, 241; working group as context for development, 126 Collaborative Group in Geometry (Grucogeco). See Grucogeco collaborative work experience (Brazil), xv, 137–49, 235; analysis of activities , 144–5; classroom observation, 145; conceptual framework, 138; consolidation of group, 143–5; data analysis, 140; data collection, 139; factors of success in, 148; fractions activity, 141, 142–3; group dynamics , 142; methodology, 138–40; movements in, 141–2; participants in, 139; personal meanings of group activities for teachers in, 146; processes and results, 140–7 collegiality, 122, 169 communication: student, 167; computer -mediated, 103 computer-mediated communication, 103 conception-based teaching, 31, 33 Conference of the International Group for the Psychology of Mathematics Education. See PME conferences Congresses of European Society for Research in Mathematics Education (CERME), 10 constructivism, 6, 13, 15, 33 constructivist instructional models, 22 content, 24, 36–7 content goals, 16–17, 19–21 context condition, 183 continuing/continuous professional development (CPD), xvii, 14; approaches to, 236–7; characteristics of effective, 244; landscape of, 226–7; in RECME project, 225, 228 Continuing Professional Training Course (Portugal), 174–9; methodology , 176–7; reconstructing teaching knowledge, 177–9; rethinking teaching practices, 177–9; teacher searching with pupils, 178; teachers’ knowledge development, 174–5 Cooney, Tom, 8, 9 Cooney, T. J. and H. G. Wiegel, 89, 90 Costa, Nielce Meneguelo Lobo da, 248 Cristovão, E. M., 218 culture change, 38–9 Cunha, M. I., 129 curricular change, xvi, 213–21 Davis, B. and E. Simmt, 94 Dawson, Sandy, 29 development, 118; see also continuing/ continuous professional development ; professional development de Vries, E., K. Lund, and M. Baker, 105 dialogue, 99, 100, 122–3; communicative characteristics, 99–100; par- Index || 257 ticipation in, 105–6; reflection and, 106; suspension of one’s perspectives , 104 didactical knowledge, 20–1 didacticians, 24–5 direct instruction models, 21, 37 distributed leadership, 224–5 doctoral programs in education, 28 Durham University, 110, 115 Educating for the Future, 10 Edwards, A., J. Sebba, and M. Rickinson , 224 efficacy, teacher, 152, 156–7 Einstein...