Teachers of Mathematics Working and Learning in Collaborative Groups : The 25th ICMI Study / edited by Hilda Borko, Despina Potari.

Format:

Book

Author/Creator:

Borko, Hilda.

Contributor:

Potari, Despina.

Series:

New ICMI Study Series, 2215-1745

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Mathematics Education.

Local Subjects:

Mathematics Education.

Physical Description:

1 online resource (462 pages)

Edition:

1st ed. 2024.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2024.

Summary:

This open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. The authors – leading researchers and teachers on mathematics teacher collaboration – represent a wide range of countries and cultures. Chapters explore the various forms of teacher collaboration; the diversity of settings and groupings in which mathematics teacher collaboration occurs; the tools and resources that support mathematics teacher collaboration and are the product of collaboration; and the breadth of outcomes of such collaboration. Teachers’ experiences and learning in collaborative settings are represented through their own voices as well as the voices of researchers. Forms and outcomes of collaboration are considered through a variety of theoretical perspectives and methodological approaches. The authors reflect on the policy implications of this work and suggest new directions of research that take into account contextual, cultural, national and political dimensions that impact teachers’ work and learning through collaboration. The book is a valuable resource for researchers, practitioners, and policy makers who are interested in the power of teacher collaboration, and its history and potential for promoting educational innovations and equitable experiences for all teachers and learners.

Contents:

Foreword: Part I Introduction

Chapter 1: Introduction: Hilda Borko and Despina Potari

Part II Chapters of Working Theme Groups: Chapter 2: Theoretical perspectives on studying mathematics teacher collaboration (Theme A): João Pedro da Ponte, Takeshi Miyakawa, Nicole Bannister, Boris Koichu and Birgit Pepin

Chapter 3: Contexts, forms and outcomes of mathematics teacher collaboration (Theme B): Cristina Esteley, Rongjin Huang, Maria Mellone, Gabriel Soto, Raewyn Eden and Alf Coles

Chapter 4: Roles, identities and interactions of various participants in mathematics teacher collaboration (Theme C): Ronnie Karsenty, Shelley Dole, Stéphane Clivaz, Birgit Griese and Birte Pöhler

Chapter 5: Tools and resources used/designed for teacher collaboration and resulting from teacher collaboration (Theme D): Ornella Robutti, Luc Trouche, Annalisa Cusi, Giorgos Psycharis, Ruchi Kumar and D’Anna Pynes

Part III Plenary Chapters and Reactions: Chapter 6: Using and developing content-relatedtheory elements for explaining and promoting teachers’ professional growth in collaborative groups: Susanne Prediger

Chapter 7: The art of being specific while theorising for and from practice of mathematics teachers’ collaboration: Boris Koichu

Chapter 8: Capturing collaboration in mathematics teacher education, in terms of relevant actors, targets and environments: Konrad Krainer, Bettina Roesken-Winter and Carina Spreitzer

Chapter 9: Resources for and from collaboration: A conceptual framework: Karen Brodie and Kara Jackson

Chapter 10: Working and learning in collaborative groups: What’s key to mathematics teachers?: Hilary Hollingsworth, Yiyi Chen, Christelle Fitamant, Lameck Dition Sandram and Shelli Temple

Part IV Commentary Chapters: Chapter 11: Advances and challenges of collaboration as a learning and research field for mathematics teachers: Dario Fiorentini & Ana Leticia Losano

Chapter 12: Mathematics teachers in collaboration: A commentary: Rina Zazkis

Afterword

Appendix,- Discussion document.

ISBN:

9783031564888

303156488X

OCLC:

1438916543