Kooperativer Bibliotheksverbund

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Format: 1 online resource (462 pages)

Edition: 1st ed.

ISBN: 3-031-56488-X

Series Statement: New ICMI Study Series

Note: Intro -- Foreword -- Members of ICMI Study 25 IPC -- Members of the International Program Committee -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: Introduction -- 1.1 The Need for the Study -- 1.2 The Scope and Aims of the Study -- 1.3 The Study Conference: Its Program, Structure and Outcomes -- 1.4 Structure of the Study Volume -- 1.5 Editorial Overview of Thematic Working Groups Chapters and Plenary Chapters -- 1.5.1 Thematic Working Group Chapters -- 1.5.1.1 Theme A -- 1.5.1.2 Theme B -- 1.5.1.3 Theme C -- 1.5.1.4 Theme D -- 1.5.2 Plenary Chapters -- 1.5.2.1 Theme A -- 1.5.2.2 Theme A Reaction -- 1.5.2.3 Theme C -- 1.5.2.4 Theme D -- 1.5.2.5 Plenary Panel -- 1.5.3 Commentary Chapters -- 1.6 Reflections on the Study and the Study Volume -- References -- Part II: Theme Working Group Chapters -- Chapter 2: Theoretical Perspectives on Studying Mathematics Teacher Collaboration -- 2.1 Introduction -- 2.1.1 Background -- 2.1.1.1 ICME-13 Survey and Four Theoretical Perspectives -- 2.1.1.2 Connections with ICMI Study 25: Discussion Document in Review -- 2.1.1.3 ICME-13 Survey and Methodological Approaches -- 2.1.2 Questions of the Discussion Document -- 2.1.3 Work Methodology and Structure of the Chapter -- 2.2 Generalities of Theories -- 2.2.1 What Is a Theory? -- 2.2.2 The Roles of Theory in Mathematics Education -- 2.2.3 A Coda on Epistemological Awareness -- 2.3 Diversity of Theories Related to Teacher Collaboration -- 2.3.1 Diversity as a Result -- 2.3.2 Roles of Theories -- 2.3.2.1 Example 1: Theoretical Constructs for Understanding Lesson Study Within ATD -- 2.3.2.2 Example 2: PLC as a Perspective for Designing a PD Program -- 2.3.2.3 Example 3: Fractals as a Perspective for Designing Teacher Collaboration and Research -- 2.3.3 Origins of Theories and Their Foci. , 2.3.3.1 Example 1: A Theory Originated in Mathematics Education Research -- 2.3.3.2 Example 2: A Theoretical Perspective Originated in General Education -- 2.3.3.3 Example 3: A Theoretical Approach Originated in a Social Practice Perspective -- 2.3.4 Research Issues on Theory: Developing, Enhancing, Networking, Analysing -- 2.3.4.1 Example 1: Adapting and Theorising -- 2.3.4.2 Example 2: Combining Theories as a Networking Practice -- 2.3.4.3 Example 3: Comparing and Analysing Different Models for Teacher Collaboration -- 2.3.5 To Conclude -- 2.4 Conceptualising Teacher Collaboration -- 2.4.1 Introduction -- 2.4.2 Collaboration to Solve a Problem or Deal with an Issue -- 2.4.2.1 Collaborative Projects -- 2.4.2.2 Collaborative Activities -- 2.4.2.3 Collaboration in the Frame of Existing Organisations -- 2.4.3 Professional Development Activities -- 2.4.3.1 Pre-service Teacher Education -- 2.4.3.2 In-Service Teacher Education -- 2.4.3.3 Lesson Study -- 2.4.4 To Conclude -- 2.5 Conclusion -- 2.5.1 Summary of Our Reflections -- 2.5.2 Responses to the Initial Questions -- 2.5.3 Perspectives for Future Studies -- References -- Chapter 3: Contexts, Forms and Outcomes of Mathematics Teacher Collaboration -- 3.1 Introduction -- 3.1.1 Backgrounds and Purpose -- 3.1.1.1 Early Contributions -- 3.1.1.2 ICME 13 Survey: Expanding Ideas and Contributions -- 3.1.1.3 Guiding Questions of Theme B -- 3.1.2 Conceptual Framework for Synthesising Papers -- 3.1.2.1 Forms of Collaboration -- 3.1.2.2 Context -- 3.1.2.3 The Nested Nature of Teachers´ Professional Work -- 3.1.2.4 Teachers´ Professional Development as Multi-level System -- 3.1.3 Analytical Approach for Analysing the Papers -- 3.1.4 Layout of the Rest of the Chapter -- 3.2 The Multifaceted Nature of Collaborative Work: Contexts, Origins, Needs and Goals -- 3.2.1 Introduction. , 3.2.2 Contexts and Origins of the Collaboration -- 3.2.3 Needs and Concerns at the Origin of Collaborative Work -- 3.2.4 Main Goals of the Teacher Collaboration -- 3.2.5 Summary and Comments -- 3.3 Exploring Forms, Settings and Conditions Related to Teachers´ Collaboration -- 3.3.1 Introduction -- 3.3.2 Settings, Forms and Contexts of Collaboration -- 3.3.2.1 Face-to-Face Settings and Forms -- 3.3.2.2 Blended Forms -- 3.3.3 Collaborative Settings: Focus, Scale and Participants -- 3.3.3.1 Foci and Goals Beyond Innovation -- 3.3.3.2 Scale (Time and Size) -- 3.3.3.3 Participants and Communities -- 3.3.4 Collaborative Settings and Arenas: A Brief Reflection on Conditions That May Inhibit or Foster Collaboration -- 3.3.5 Summary and Comments -- 3.4 A Comprehensive Examination of Outcomes Related to Teachers´ Collaboration -- 3.4.1 Introduction -- 3.4.2 Products Developed as Result of Collaboration and Their Levels of Application -- 3.4.3 Outcomes Related to Learning, Professional Development, Knowledge, Beliefs and Practices -- 3.4.4 Unexpected Outcomes: Difficulties or Problematic Issues Encountered at Work -- 3.4.5 The Sustainability, Dissemination and Sharing of Outcomes -- 3.4.6 Summary and Comments -- 3.5 Mathematics Content and Context for the Collaborative Activity or the Case of a Small-Scale Frame for Collaboration -- 3.5.1 Introduction -- 3.5.2 Nature and Role of Mathematics-Related Content -- 3.5.3 Selection, Design and Use of Mathematical Content/Tasks -- 3.5.4 Interacting with Mathematics-Related Tasks and Teacher Learning -- 3.5.5 Summary and Comments: Mathematics Content Is a Mediating Factor Influencing the Nature and Effects of Collaboration -- 3.6 Conclusions -- 3.6.1 A Summary -- 3.6.2 Answers to Five Interconnected Questions -- 3.6.2.1 Forms of Teachers´ Collaborative Work: Affordances and Limitations. , 3.6.2.2 Blended Form: Affordances, Limitation, Benefits and Challenges -- 3.6.2.3 Models, Outcomes, Content, and Contexts -- 3.6.3 Further Research Directions -- References -- Chapter 4: Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration -- 4.1 Introduction -- 4.2 Methodologies for Researching Roles in Collaboration -- 4.2.1 Various Methods Used to Research Different Roles Within Mathematics Teacher Collaboration -- 4.2.2 Methodological Challenges, Issues and Considerations Framed Within Research on Mathematics Teacher Educators -- 4.2.2.1 A Lack of Commonly Shared Constructs -- 4.2.2.2 The Pursuit of Conceptual Frameworks, Research Methods and Strategies -- 4.2.2.3 The Predominance of Self-Studies -- 4.2.3 Tensions Within Research Methods -- 4.2.3.1 Tension in Investigating Content-Specific Versus Generic Aspects of Practice -- 4.2.3.2 Tensions Between Specifying Roles and Attending to the Complexity of Roles -- 4.2.3.3 Tension in Pursuing a Situated Research Approach While Investigating Groups of Teachers -- 4.2.4 Methodological Issues in Researching Roles Within Teacher Collaboration: Looking Ahead -- 4.3 Conceptualising the Role of Facilitators in Promoting Mathematics Teacher Collaboration -- 4.3.1 A Brief Account of Constructs, Frameworks and Models to Conceptualise the Facilitator´s Role -- 4.3.2 The Facilitator of Collaborative Teacher Learning as a Professional Expert -- 4.3.3 Situational Challenges of Promoting Collaboration -- 4.3.3.1 Starting and Managing the Discussion -- 4.3.3.2 Establishing and Maintaining Norms -- 4.3.3.3 Observing, Redirecting and Sharing Responsibility -- 4.3.4 Co-facilitation -- 4.4 Exploring Professional Trajectories of Facilitators of Mathematics Teacher Collaboration -- 4.4.1 Becoming a Facilitator. , 4.4.2 Preparation of Facilitators of Mathematics Teacher Collaboration -- 4.4.2.1 Design Principles for the Preparation of Facilitators -- 4.4.3 Development and Change in Different Aspects of Facilitators´ Work -- 4.4.3.1 Development and Change in Facilitators´ Identity, Knowledge, Beliefs and Attitudes -- 4.4.3.2 Development and Change in Facilitators´ Practices -- 4.4.3.3 Influence of Collaboration and Interaction on Facilitators´ Changes and Development -- 4.4.4 Shifts in Agency of Facilitators of Mathematics Teacher Collaboration -- 4.4.5 Supporting Facilitators´ Professional Development -- 4.4.5.1 The Need for Support and Challenges Associated with It -- 4.4.5.2 Models of Support -- 4.4.5.3 Means of Support -- 4.4.5.4 Features of Effective Support for Facilitators´ Professionalisation -- 4.5 The Role of the Environment in Mathematics Teacher Collaboration -- 4.5.1 Environments of Collaboration in Research: Review of Existing Models -- 4.5.2 The Environment Created by Different Actors Within a Collaboration -- 4.5.3 Cultural Aspects of Environments in which Various Actors Collaborate -- 4.5.4 Institutional Systems and the Provision of Time for Participants to Collaborate -- 4.5.5 Collaboration Without Support of a Facilitator -- 4.6 Concluding Comments -- References -- Chapter 5: Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration -- 5.1 Introduction -- 5.2 Resources, Tools and Collaboration: Essential Issues -- 5.2.1 Presentation of the Chapter, in Continuity with the Past -- 5.2.2 This Chapter in the Book -- 5.2.3 Participants and Collaboration in Theme D -- 5.2.4 Towards a Shared Glossary on Tools and Resources -- 5.2.5 Structure of the Chapter -- 5.3 Resources for Teaching That Develop and Evolve Through Collaboration -- 5.3.1 Supporting the Implementation of a New Curriculum. , 5.3.2 Supporting the Deepening of Teachers´ Mathematical Content Knowledge.

Additional Edition: ISBN 3-031-56487-1

Language: English

Keywords: Electronic books.

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Format: 1 online resource (xii, 457 pages) : , illustrations (some color).

ISBN: 303156488X , 9783031564888

Series Statement: New ICMI study series

Content: 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.

Note: 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 Dnna 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 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.

Additional Edition: Print version: ISBN 3031564901

Additional Edition: ISBN 9783031564901

Additional Edition: ISBN 3031564871

Additional Edition: ISBN 9783031564871

Language: English

Keywords: Electronic books.

DOI: 10.1007/978-3-031-56488-8

URL: SpringerLink

URL: EBSCOhost

URL: Click here to view book

UID:

Format: XII, 457 p. 30 illus., 15 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031564888

Series Statement: New ICMI Study Series,

Content: 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.

Note: 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.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031564871

Additional Edition: Printed edition: ISBN 9783031564895

Additional Edition: Printed edition: ISBN 9783031564901

Language: English

DOI: 10.1007/978-3-031-56488-8

URL: https://doi.org/10.1007/978-3-031-56488-8