Overview
- This book is open access, which means that you have free and unlimited access
- Provides a comprehensive study of mathematics teacher collaboration
- Focuses on theory, research, practice and policy of collaborative work
- Gives an international perspective on teachers’ professional learning through collaboration
Part of the book series: New ICMI Study Series (NISS)
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About this book
This open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. The authors – leading researchers and teachers on mathematics teacher collaboration – represent a wide range of countries and cultures. Chapters explore the various forms of teacher collaboration; the diversity of settings and groupings in which mathematics teacher collaboration occurs; the tools and resources that support mathematics teacher collaboration and are the product of collaboration; and the breadth of outcomes of such collaboration. Teachers’ experiences and learning in collaborative settings are represented through their own voices as well as the voices of researchers. Forms and outcomes of collaboration are considered through a variety of theoretical perspectives and methodological approaches. The authors reflect on the policy implications of this work and suggest new directions of research that take into account contextual, cultural, national and political dimensions that impact teachers’ work and learning through collaboration. The book is a valuable resource for researchers, practitioners, and policy makers who are interested in the power of teacher collaboration, and its history and potential for promoting educational innovations and equitable experiences for all teachers and learners.
Keywords
- Open Access
- Mathematics teachers
- Mathematics teacher educators
- Forms of teacher collaboration
- Outcomes of teacher collaboration
- Contexts of teacher collaboration
- Professional learning
- Tools and resources for collaboration
- Theoretical perspectives on collaboration
- Participants in mathematics teacher collaboration
- Collaborative design work
- Communities of practice
- Professional learning communities
- Communities of inquiry
- Lesson study
- Roles and identities in mathematics teacher collaboration
- Sustainability of outcomes of teacher collaboration
- Online forms of collaboration
- Policy and teacher collaboration
- Shared goals in mathematics teacher collaboration
Table of contents (12 chapters)
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Introduction
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Theme Working Group Chapters
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Plenary Chapters and Reactions
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Commentary Chapters
Editors and Affiliations
About the editors
Despina Potari is a professor at the Mathematics Department of the National and Kapodostrian University of Athens, Greece. She has been visiting professor at different universities in Europe and in the USA and member of International Program Committee of PME and CERME. Her research interest is mainly on the development of mathematics teaching and on the education of mathematics teachers focusing on the relationship between research and practice in the context of mathematics teacher collaboration. Currently, she is involved in projects that focus on the education of STEM teachers through the design of classroom and professional development tasks. She has publications in international research journals, conference proceedings and book chapters. Her publications include articles in Educational Studies in Mathematics, Journal of Mathematical Behavior, ZDM Mathematics Education, International Journal of Science and Mathematics Education. She is chief editor of the Journal of Mathematics Teacher Education, member of editorial boards and teams and reviewer for international journals and conferences.
Bibliographic Information
Book Title: Teachers of Mathematics Working and Learning in Collaborative Groups
Book Subtitle: The 25th ICMI Study
Editors: Hilda Borko, Despina Potari
Series Title: New ICMI Study Series
DOI: https://doi.org/10.1007/978-3-031-56488-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: International Commission on Mathematical Instruction (ICMI) 2024
Hardcover ISBN: 978-3-031-56487-1Published: 04 June 2024
Softcover ISBN: 978-3-031-56490-1Due: 18 June 2025
eBook ISBN: 978-3-031-56488-8Published: 03 June 2024
Series ISSN: 1387-6872
Series E-ISSN: 2215-1745
Edition Number: 1
Number of Pages: XII, 457
Number of Illustrations: 15 b/w illustrations, 15 illustrations in colour
Topics: Mathematics Education