The purpose of this chapter is to present a synthesis of the papers from Strand II which address the tools, dynamics, tasks, contexts, and learning settings that can be mobilized for pre-service and in-service mathematics teacher education. Within this focus, we have identified four topics around which our chapter is organized. In the first section, we deal with tasks for mathematics teacher education, including mathematical problems and activities, which are offered to teachers as opportunities for them to deepen their knowledge of what they have to teach to students and how they can teach this. These tasks are at the heart of mathematics teacher education and determine what teachers are learning, along with several working forms, dynamics, and contexts.
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Ponte, J.P.d. et al. (2009). Tools and Settings Supporting Mathematics Teachers’ Learning in and from Practice. In: Even, R., Ball, D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09601-8_20
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