Volume 43, Issue 6-7

Search all ZDM – Mathematics Education articles

November 2011

Approaches and Practices in Developing Teachers’ Expertise in Mathematics Instruction

Issue Editors:

Yeping Li,
Ruhama Even

22 articles in this issue

Approaches and practices in developing teachers’ expertise in mathematics instruction: an introduction
Yeping Li
Ruhama Even
Editorial 27 October 2011 Pages: 759 - 762
Improving teacher expertise through master teacher work stations: a case study
Yeping Li
Caibin Tang
Zikun Gong
Original Article 23 June 2011 Pages: 763 - 776
Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea
JeongSuk Pang
Original Article 03 August 2011 Pages: 777 - 789
Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development
Berinderjeet Kaur
Original Article 25 September 2011 Pages: 791 - 803
Improving teachers’ expertise in mathematics instruction through exemplary lesson development
Rongjin Huang
Yeping Li
Xuejun Li
Original Article 28 September 2011 Pages: 805 - 817
Teacher preparation for a problem-solving curriculum in Singapore
Yew Hoong Leong
Jaguthsing Dindyal
Sieu Tee Lou
Original Article 31 July 2011 Pages: 819 - 831
Online study collaboration to improve teachers’ expertise in instructional design in mathematics
Yeping Li
Chunxia Qi
Original Article 07 August 2011 Pages: 833 - 845
A teacher education experiment to challenge conceptions and practices
João Pedro da Ponte
Célia Mercê
Original Article 17 July 2011 Pages: 847 - 859
Developing expertise: how enactivism re-frames mathematics teacher development
Laurinda Brown
Alf Coles
Original Article 25 June 2011 Pages: 861 - 873
Ways of promoting the sustainability of mathematics teachers’ professional development
Stefan Zehetmeier
Konrad Krainer
Original Article 13 August 2011 Pages: 875 - 887
A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom
J. Smit
H. A. A. van Eerde
Original Article Open access 26 July 2011 Pages: 889 - 900
Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews
Doug Clarke
Barbara Clarke
Anne Roche
Original Article 28 June 2011 Pages: 901 - 913
The development of teachers’ expertise through their analysis of good practice in the mathematics classroom
José Carrillo
Nuria Climent
Original Article 27 September 2011 Pages: 915 - 926
Communicative characteristics of teachers’ mathematical talk with children: from knowledge transfer to knowledge investigation
Kerstin Bräuning
Heinz Steinbring
Original Article 22 July 2011 Pages: 927 - 939
The relevance of advanced mathematics studies to expertise in secondary school mathematics teaching: practitioners’ views
Ruhama Even
Original Article 26 June 2011 Pages: 941 - 950
Elementary school teachers’ growth in inquiry-based teaching of mathematics
Olive Chapman
Original Article 27 August 2011 Pages: 951 - 963
A ‘task-centric approach’ to professional development: enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks
Melissa D. Boston
Margaret S. Smith
Original Article 21 July 2011 Pages: 965 - 977
Building on mathematical events in the classroom
AnnaMarie Conner
Patricia S. Wilson
Hee Jung Kim
Original Article 15 September 2011 Pages: 979 - 992
Multiple-solution tasks: from a teacher education course to teacher practice
Roza Leikin
Original Article 22 June 2011 Pages: 993 - 1006
Mathematics teaching expertise development approaches and practices: similarities and differences between Western and Eastern countries
Xinrong Yang
Frederick K. S. Leung
Commentary Paper 21 October 2011 Pages: 1007 - 1015
Alan H. Schonenfeld: How We Think—A Theory of Goal-Oriented Decision Making and its Educational Implications
Abraham Arcavi
Book Review 29 September 2011 Pages: 1017 - 1019
A review of International Perspectives on Gender and Mathematics Education: it really is about gender
Diana B. Erchick
Book Review 22 September 2011 Pages: 1021 - 1024

Volume 43, Issue 6-7

Approaches and practices in developing teachers’ expertise in mathematics instruction: an introduction

Improving teacher expertise through master teacher work stations: a case study

Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea

Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development

Improving teachers’ expertise in mathematics instruction through exemplary lesson development

Teacher preparation for a problem-solving curriculum in Singapore

Online study collaboration to improve teachers’ expertise in instructional design in mathematics

A teacher education experiment to challenge conceptions and practices

Developing expertise: how enactivism re-frames mathematics teacher development

Ways of promoting the sustainability of mathematics teachers’ professional development

A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom

Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews

The development of teachers’ expertise through their analysis of good practice in the mathematics classroom

Communicative characteristics of teachers’ mathematical talk with children: from knowledge transfer to knowledge investigation

The relevance of advanced mathematics studies to expertise in secondary school mathematics teaching: practitioners’ views

Elementary school teachers’ growth in inquiry-based teaching of mathematics

A ‘task-centric approach’ to professional development: enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks

Building on mathematical events in the classroom

Multiple-solution tasks: from a teacher education course to teacher practice

Mathematics teaching expertise development approaches and practices: similarities and differences between Western and Eastern countries

Alan H. Schonenfeld: How We Think—A Theory of Goal-Oriented Decision Making and its Educational Implications

A review of International Perspectives on Gender and Mathematics Education: it really is about gender

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