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001 978-94-007-1966-8
003 DE-He213
005 20140220083339.0
007 cr nn 008mamaa
008 110905s2012 ne | s |||| 0|eng d
020 _a9789400719668
_9978-94-007-1966-8
024 7 _a10.1007/978-94-007-1966-8
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aGueudet, Ghislaine.
_eeditor.
245 1 0 _aFrom Text to 'Lived' Resources
_h[electronic resource] :
_bMathematics Curriculum Materials and Teacher Development /
_cedited by Ghislaine Gueudet, Birgit Pepin, Luc Trouche.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aXX, 364 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Teacher Education ;
_v7
505 0 _aForeword: 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 -- 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.
520 _aCurriculum 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’ use and learning from text-based materials depends to a large extent on the characteristics of the materials, on the teaching activity in which the teacher is engaged, teachers’ beliefs and knowledge, and how these are aligned with the curriculum. What kinds of curriculum materials do teachers select and use, and how? How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? These factors interact in complex ways, as teachers select, interpret and shape the materials, individually and collaboratively with groups of colleagues. The characteristics of the resources shape the teacher’s activity; analysing these characteristics enlightens the mathematics presented to the students, and more generally the classroom practice and the development of teacher professional knowledge. The purpose of this book is to provide a wider perspective on this issue in the field of mathematics education. It studies curriculum materials and their uses, in addition to investigations of teacher adaptation and use of those materials, and pays particular attention to digital resources. Teacher’s professional activity is studied as a whole, at different moments and in different contexts, in-class and out-of-class, with a variety of agents. The collective dimensions of this activity, the role of a variety of collectives for teachers professional development, constitute a major focus of the work presented here.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aMathematics in the Humanities and Social Sciences.
700 1 _aPepin, Birgit.
_eeditor.
700 1 _aTrouche, Luc.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400719651
830 0 _aMathematics Teacher Education ;
_v7
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1966-8
912 _aZDB-2-SHU
999 _c104351
_d104351