Mathematics Teacher Education

From Text to 'Lived' Resources

Mathematics Curriculum Materials and Teacher Development

Editors: Gueudet, Ghislaine, Pepin, Birgit, Trouche, Luc (Eds.)

  • The book addresses both secondary and primary teachers and curricula
  • Draws from research in several countries, and authors with diverse expertise
  • Connects the design of curricula and the use of curricula by teachers
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eBook $199.00
price for USA (gross)
  • ISBN 978-94-007-1966-8
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $259.00
price for USA
  • ISBN 978-94-007-1965-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $259.00
price for USA
  • ISBN 978-94-007-3707-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

About the authors

Ghislaine Gueudet is professor in mathematics didactics. She works at the University of Western Brittany in France. She is co-director of the CREAD (Center for Research on Education, Learning and Didactics). Her research concerns the interactions between teachers and resources (with a specific focus on online resources), and their consequences in terms of professional development. This theme lead her to develop, together with Luc Trouche, a documentational approach to didactics.

Web page: http://cread.bretagne.iufm.fr/spip.php?article447

Birgit Pepin is professor of mathematics didactics at Sør-Trøndelag University College in Trondheim, Norway. For many years she has worked with mathematics teachers in terms of professional development, and in different countries. One of her main research projects concerns teachers working with mathematics curriculum materials, including textbooks, in order to develop knowledge in/for teaching.

webpage: http://hist.no/content/35372/Pepin-Birgit

Luc Trouche is professor in mathematics didactics. He is director of research in the IFE (French Institute of Education), located in the ENSL (Ecole Normale Supérieure de Lyon). His research concerns the conceptualisation of mathematics in digital environments, and, more recently, with Ghislaine Gueudet, the professional development of mathematics teachers working on/with resources.

Webpage: http://educmath.inrp.fr/Educmath/recherche/educmath/page_luc_trouche/

Reviews

From the reviews:

“This book is clearly intended for mathematics education researchers who investigate the preparation and teaching of K–12 mathematics teachers, it would also be of interest to mathematics teacher educators and curriculum designers. … The book is organized into four parts – each part has an introductory chapter and is followed by an ‘expert’s reaction.’ … a worthwhile read for those who are interested in how teachers use a variety of resources, material and non-material, digital and non-digital.” (Annie Selden, MAA Reviews, December, 2012)


Table of contents (17 chapters)

  • Knowledge Resources in and for School Mathematics Teaching

    Adler, Jill

    Pages 3-22

  • Teachers’ Work with Resources: Documentational Geneses and Professional Geneses

    Gueudet, Ghislaine (et al.)

    Pages 23-41

  • Patterns of Didactic Intentions, Thought Collective and Documentation Work

    Sensevy, Gérard

    Pages 43-57

  • Resources for the Teacher from a Semiotic Mediation Perspective

    Mariotti, Maria Alessandra (et al.)

    Pages 59-75

  • Constituting Digital Tools and Materials as Classroom Resources: The Example of Dynamic Geometry

    Ruthven, Kenneth

    Pages 83-103

Buy this book

eBook $199.00
price for USA (gross)
  • ISBN 978-94-007-1966-8
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $259.00
price for USA
  • ISBN 978-94-007-1965-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $259.00
price for USA
  • ISBN 978-94-007-3707-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
From Text to 'Lived' Resources
Book Subtitle
Mathematics Curriculum Materials and Teacher Development
Editors
  • Ghislaine Gueudet
  • Birgit Pepin
  • Luc Trouche
Series Title
Mathematics Teacher Education
Series Volume
7
Copyright
2012
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-94-007-1966-8
DOI
10.1007/978-94-007-1966-8
Hardcover ISBN
978-94-007-1965-1
Softcover ISBN
978-94-007-3707-5
Edition Number
1
Number of Pages
XX, 364
Topics