International Handbook of Mathematics Teacher Education: Volume 3

Gwendolyn M. Lloyd is Hermanowicz Professor of Teacher Education and Professor of Mathematics Education at Pennsylvania State University, United States. She serves as Director of Graduate Studies, Curriculum and Instruction, and as Associate Editor of the Review of Educational Research.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.

• PrefaceOlive ChapmanList of Figures and TablesCollaborations and Contexts for Participation and Learning in Mathematics Teacher Education: An IntroductionGwendolyn M. LloydPart 1: Mathematics Teachers in Collaboration1. Frameworks for Analyzing Collaborative Teacher ActivityDavid Slavit2. Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities: Perspectives from Israel and SingaporeBerinderjeet Kaur and Ronnie Karsenty3. Creativity and Openness as Indicators of Professional Growth of Leaders in Communities of Practice of Teachers Who Teach the High-Level Track of High School MathematicsRoza Leikin and Revital Aizik4. Lesson Study as a Learning Context in Mathematics EducationJoão Pedro da Ponte Geoffrey Wake and Marisa Quaresma5. Nothing Like Planning and Reflecting Together to Build Trust: Studies on Teams of Practicing Mathematics Teachers’ and Coaches’ CollaborationWanty Widjaja Colleen Vale and Brian DoigPart 2: Collaborations among Diverse Participants6. Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United StatesFran Arbaugh, Rebecca McGraw and Cody L. Patterson7. Research-Practice Partnerships in Mathematics Teacher EducationRossella Santagata, Jiwon Lee and Carlos Sandoval8. Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in InteractionOrnella Robutti, Gilles Aldon, Annalisa Cusi, Shai Olsher, Monica Panero, Jason Cooper, Paola Carante and Theodosia Prodromou9. Building Multidirectional Learning Opportunities between Researcher, Teacher, and Teacher Educator CommunitiesMellony Graven10. School- and University-based Mathematics Teacher Educators’ Shared Expertise in a Third SpaceCourtney Lynch Rice and Gwendolyn M. LloydPart 3: Participation and Development across Contexts and Perspectives11. Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple ContextsErin Turner, Tonya Gau Bartell, Corey Drake, Mary Foote, Amy Roth McDuffie and Julia Aguirre12. Supporting the Development of Pedagogical Judgment: Connecting Instruction to Contexts through Classroom Video with Experienced Mathematics TeachersIlana Seidel Horn13. Prospective Mathematics Teachers as Learners in University and School Contexts: From University-based Activities to Classroom PracticeLaurinda Brown, Ceneida Fernández, Tracy Helliwell and Salvador Llinares14. Practising Mathematics Teachers and Teacher-Education Initiatives: Contexts and Possibilities for Identity DevelopmentLeticia Losano and Dario Fiorentini15. Organising Schools for Teacher and Leader LearningElham Kazemi and Alison Fox ResnickIndex