Professional Development and Knowledge of Mathematics Teachers European Research in Mathematics Education Series

Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry.

Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers? professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors:

• The study of mathematics teaching and classroom situations

• Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly

• Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning

Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.

1. Mathematics Teaching and Mathematics Teacher Professional Development; 2. Mediating Mathematics in Instruction: Trajectories Towards Generality in ‘Traditional’ Teaching; 3. The Role of Teachers’ Knowledge in the Use of Learning Opportunities Triggered by Mathematical Connections; 4. Learning to Teach to Reason: Reasoning and Proving in Mathematics Teacher Education; 5. The Role of Frameworks in Researching Knowledge and Practices of Mathematics Teachers and Teacher Educators; 6. Parallel Stories: Teachers and Researchers Searching for Mathematics Teachers’ Specialised Knowledge; 7. The Specialised Knowledge and Beliefs of Two University Lecturers in Linear Algebra; 8. Using the Discourses of Learning in Education Mapping to Analyse Research into Mathematics Teacher Education and Professional Development; 9. Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials: A Case of Content-Specific Design Research for Teachers; 10. Theory-Based Design of Professional Development for Upper Secondary Teachers: Focusing on the Content Specific Use of Digital Tools

Stefan Zehetmeier is an associate professor at University of Klagenfurt, Austria. He holds a PhD in education and a habilitation in teacher education. His research interests include mathematics teacher education, school development and action research.

Despina Potari is a professor of mathematics education at the National and Kapodostrian University of Athens, Greece, and currently a visiting professor at Linnaeus University in Sweden. Her research interest is mainly on the development of mathematics teaching and teacher development.

Miguel Ribeiro is an associate professor at State University of Campinas – UNICAMP, Brazil. His research interests include teachers’ knowledge and practices, teacher professional development and tasks for teacher education.