International Approaches to Professional Development for Mathematics Teachers

Herausgeber: Bednarz, Nadine; Huang, Rongjin; Fiorentini, Dario

• Broschiertes Buch

Produktbeschreibung

Explorations of innovative approaches to the professional development of math teachers from around the world.

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Les Presses de l'Universite d'Ottawa/University of Ottawa Press
• Seitenzahl: 284
• Erscheinungstermin: 6. August 2011
• Englisch
• Abmessung: 224mm x 150mm x 18mm
• Gewicht: 386g
• ISBN-13: 9780776607474
• ISBN-10: 0776607472
• Artikelnr.: 33389091

Autorenporträt

Nadine Bednarz is professor emerita at Université du Québec à Montréal. Dario Fiorentini is professor of the Faculty of Education at the State University of Campinas, in São Paulo, Brazil. Rongjin Huang is a mathematics educator at the University of Colorado Denver.

Inhaltsangabe

INTRODUCTION
Experiences Developed in Different Countries to support the Professional
Development of Teachers for, in, and from Practice: Introduction to the
Purpose of the Book
-- Nadine Bednarz (Université du Québec à Montréal, Canada), Dario
Fiorentini, (UNICAMP, Brazil), Rongjin Huang, (University of Colorado
Denver, USA)
PART 1: EDUCATION OF PRACTICING TEACHERS IN MATHEMATICS - INTERNATIONAL
HISTORICAL DEVELOPMENT AND ISSUES
Situating Mathematics Teacher Education in a Global Context
-- Barbara Jaworski (Loughborough University, UK)
PART 2: PROFESSIONAL LIFE OF MATHEMATICS TEACHERS AS PART OF THEIR
PROFESSIONAL DEVELOPMENT-IN-PRACTICE
Professional Development of a Mathematics Teacher in the Role of a Subject
Leader
-- Claudia Canha Nunes (University of Lisbon, Portugal)
Mentoring as Professional Development: A Case from Secondary Level
Mathematics
-- Ginger Rhodes (University of North Carolina Wilmington, USA), Patricia
S. Wilson (University of Georgia, USA)
Facilitating Mathematics Teachers' Professional Development through Ranking
and Promotion Practices in the Chinese Mainland
-- Yeping Li (Texas A&M University, USA), Rongjin Huang (University of
Colorado Denver, USA), Jiansheng Bao (Suzhou University, China), Yadong Fan
(Suzhou Secondary School, China)
PART 3: CONSTRUCTION OF PROFESSIONAL MATHEMATICAL KNOWLEDGE BY TEACHERS
Secondary Teachers' Professional Development through the Exploration of
School Mathematics
-- Jérôme Proulx (Université du Québec à Montréal, Canada)
Dialogue among In-service Teachers in an Internet-based Mathematics
Education Program
-- Mario Sanchez (Roskilde University, Denmark)
In-service Professional Development for Teachers of Pre-University
Mathematics
-- Bernard Murphy (Mathematics in Education and Industry, UK)
PART 4: DIFFERENT EXPERIENCES SUPPORTING PROFESSIONAL DEVELOPMENT IN
MATHEMATICAL TEACHING
In-service Teacher Education: A Collaborative Experience with
Non-Specialist Teachers who Teach Mathematics.
-- Nielce Meneguelo da Costa (Bandeirante University of Sao Paulo, Brazil)
Formative Processes: Sharing Learning Experiences in Geometry
-- Adair Mendes Nacarato and Regina Celia Grando (Sao Francisco University,
Brazil)
Collaborative Work and Professional Development of Mathematics Teachers:
Analysis of a Brazilian Experience.
-- Ana Cristina Ferreira (UFOP, Brazil), Maria Angela Miorim (UNICAMP,
Brazil)
Assessing a Research/Professional Development Model in Patterns and
Algebra.
-- Ruth Beatty (University of Toronto, Canada), Cathy Bruce (Trent
University, Canada)
Professional Development: Moving from Telling to Listening.
-- Christine Suurtamm and Nancy Vézina (University of Ottawa, Canada)
Continuing Professional Education of Mathematics Teachers: Learning through
Mathematics Investigation
-- Carmen Lucia Brancaglion Passos and Maiza Lamonato (Universidade Federal
de Sao Carlos, Brazil)
The Role of Self-Regulated Learning in Professional Development of
Mathematics Elementary Teachers
-- Bracha Kramarski and Tali Revach (Bar-Ilan University, Israel)
Investigating and Writing in the Professional Development of Mathematics
Teachers
-- Maria Teresa Menezes Freitas (UFU, Brazil), Dario Fiorentini (UNICAMP,
Brazil)
PART 5: REFORMS, CURRICULAR CHANGE AND CONTINUOUS PROFESSIONAL DEVELOPMENT
Factors affecting the Implementation of Reforms in Secondary School
Mathematics.
-- Naomi Chissick (ORT, Israel)
Interrelations between Teacher Development and Curricular Change: A
Research Program
-- Dario Fiorentini (UNICAMP, Brazil), Rosana G. S. Miskulin (University
Estadual Paulista, Brazil), Regina C. Grando and Adair M. Nacarato
(University of Sao Francisco, Brazil), Carmen L.B. Passos (University of
Sao Carlos, Brazil), Dione L. Carvalho (UNICAMP, Brazil)
Researching Effective Continuing Professional Development in Mathematics
Education.
-- Els de Geest (University of Oxford, UK),Marie Joubert, Rosamund
Sutherland (University of Bristol, UK), Jenni Back (Kings College London,
UK), Christine Hirst (Birmingham University, UK)
CONCLUSION
-- Nadine Bednarz (Université du Québec à Montréal, Canada), Dario
Fiorentini (UNICAMP, Brazil), Rongjin Huang (University of Colorado Denver,
USA)