The Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 3, Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks, addresses the "who" question of mathematics teacher education. The authors focus on the various kinds of participants in mathematics teacher education, professional development and reform initiatives. The volume consists of six sections. The first two sections are on individual mathematics teachers and teams of mathematics teachers as learners, both containing a separate chapter dedicated to prospective and practising teachers. The third section puts an emphasis on communities and networks of mathematics teachers as learners. One chapter focuses on face-to-face learning communities of prospective mathematics teachers, whereas another chapter does the same for practising mathematics teachers. Two further chapters in this section deal with virtual communities and networks of prospective and practising mathematics teachers, respectively. The fourth section shows a shift of focus to the development of schools, regions and nations as a means of improving mathematics teaching and learning. The fifth section puts an emphasis on the use of action research in mathematics teacher education, on the collaboration between teachers and didacticians, and on the mathematics teaching profession in general. Lastly, the sixth section presents a "critical response" to the whole volume from two specific perspectives: One chapter sifts out interesting issues and indicates the complexity and diversity of the field and the variety of contributions, approaches, theoretical and practical stances in this volume, and the last chapter offers a theoretical perspective on fundamental problems in the context of investigating the communication issues raised. These two chapters form a reflective closure of the whole volume.Bibliographical Information for the complete set:VOLUME 1:Knowledge and Beliefs in Mathematics Teaching and Teaching DevelopmentPeter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2:Tools and Processes in Mathematics Teacher EducationDina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0VOLUME 3:Participants in Mathematics Teacher Education: Individuals, Teams, Communities and NetworksKonrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1VOLUME 4:The Mathematics Teacher Educator as a Developing ProfessionalBarbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1