From Text to 'Lived' Resources Mathematics Curriculum Materials and Teacher Development
Curriculum materials and the interaction with these materials and resources is central in teacher education and professional development. How teachers use and learn from materials fundamentally depends on the interactions between three components: the reader, the material and the context. Teachers’...
| Other Authors: | , , |
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| Format: | eBook |
| Language: | English |
| Published: |
Dordrecht
Springer Netherlands
2012, 2012
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| Edition: | 1st ed. 2012 |
| Series: | Mathematics Teacher Education
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| Subjects: | |
| Online Access: | |
| Collection: | Springer eBooks 2005- - Collection details see MPG.ReNa |
Table of Contents:
- Chap. 14 (P. Drijvers): Teachers transforming resources into orchestrations
- Reaction to section 3: L. Radford, Professor of Mathematics Education, Laurentian University in Ontario, Canada
- Section 4: Collaborative use
- Chap. 15 (C. Winsløw): A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark
- Chap. 16 (G. Gueudet & L. Trouche): Communities, documents and professional geneses: interrelated stories
- Chap. 17 (J. Visnovska, P. Cobb & C. Dean): Mathematics teachers as instructional designers: what does it take?
- Reaction to section 4: B. Jaworski, Chair in Mathematics Education, Loughborough University, UK
- Closing reaction: D. Lowenberg Ball, Professor in Education, Dean, School of Education, University of Michigan, USA
- Conclusion: the editors
- Foreword: R. Sträßer, Professor of Mathematics Education, Giessen, Germany
- Introduction: G. Gueudet, B. Pepin & L. Trouche
- Section 1: Teacher resources
- Chap. 1 (J. Adler): Knowledge resources in and for school mathematics teaching
- Chap. 2 (G. Gueudet & L. Trouche): Teachers’ work with resources: documentational geneses and professional geneses
- Chap. 3 (G. Sensevy): Patterns of didactic intentions, thought collective and documentation work
- Chap. 4 (M. A. Mariotti & M. Maracci): Resources for the teacher from a semiotic mediation perspective
- Reaction to section 1: B. Barton, President of ICMI, University of Auckland, New Zealand
- Section 2: Text and Curriculum resources
- Chap. 5 (K. Ruthven): Constituting Digital Tools and Materials as Classroom Resources
- Chap. 6 (J. Remillard): Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources
- Chap. 7 (B. Pepin): Task analysis as ‘Catalytic Tool’ for feedback and teacher learning: Working with teachers on mathematics curriculum materials
- Chap. 8 (W. Schmidt): The Cumulative Effects of Middle School Tracking: How Content Coverage Varies
- Chap. 9 (C. Proust): Teachers’ writings and students’ writings’: school material in Mesopotamia
- Reaction to section 2: M. Swan, Professor of Mathematics Education, Shell Centre, The University of Nottingham, UK
- Section 3: Use of resources
- Chap. 10 (C. Kieran, D. Tanguay & A. Solares): Researcher-designed resources and their adaptation within classroom teaching practice
- Chap. 11 (D. Forest & A Mercier): Classroom's video data and teaching resources: Some thoughts on teacher education.-Chap. 12 (S. Rezat): Interactions of teachers' and students' use of mathematics textbooks: A study of documentational genesis
- Chap. 13 (M. Trigueros & D. Lozano): Teachers teaching mathematics with Enciclomedia