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International Handbook of Mathematics Teacher Education: Volume 1
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This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. ...
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05 December 2019

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.
Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook.
Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.
Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook.
Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.
Price: $82.00
Pages: 422
Publisher: Brill
Imprint: Brill
Publication Date:
05 December 2019
ISBN: 9789004418868
Format: Paperback
"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021
Despina Potari is Professor of Mathematics Education at National and Kapodistrian University of Athens, Greece. Her research interests are mathematics teaching and mathematics teacher education and she is currently the editor-in-chief of the Journal of Mathematics Teacher Education.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.