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Author:   Stefan Zehetmeier ,  Despina Potari (University of Athens, Greece) ,  Miguel Ribeiro
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.426kg
ISBN:  

9780367442408

ISBN 10:   036744240
Pages:   194
Publication Date:   22 December 2020
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Mathematics Teaching and Mathematics Teacher Professional Development; 2. Mediating Mathematics in Instruction: Trajectories Towards Generality in ‘Traditional’ Teaching; 3. The Role of Teachers’ Knowledge in the Use of Learning Opportunities Triggered by Mathematical Connections; 4. Learning to Teach to Reason: Reasoning and Proving in Mathematics Teacher Education; 5. The Role of Frameworks in Researching Knowledge and Practices of Mathematics Teachers and Teacher Educators; 6. Parallel Stories: Teachers and Researchers Searching for Mathematics Teachers’ Specialised Knowledge; 7. The Specialised Knowledge and Beliefs of Two University Lecturers in Linear Algebra; 8. Using the Discourses of Learning in Education Mapping to Analyse Research into Mathematics Teacher Education and Professional Development; 9. Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials: A Case of Content-Specific Design Research for Teachers; 10. Theory-Based Design of Professional Development for Upper Secondary Teachers: Focusing on the Content Specific Use of Digital Tools

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Author Information

Stefan Zehetmeier is an associate professor at University of Klagenfurt, Austria. He holds a PhD in education and a habilitation in teacher education. His research interests include mathematics teacher education, school development and action research. Despina Potari is a professor of mathematics education at the National and Kapodostrian University of Athens, Greece, and currently a visiting professor at Linnaeus University in Sweden. Her research interest is mainly on the development of mathematics teaching and teacher development. Miguel Ribeiro is an associate professor at State University of Campinas – UNICAMP, Brazil. His research interests include teachers’ knowledge and practices, teacher professional development and tasks for teacher education.

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