Teachers as Stake Holders in 21st century Mathematics Education Research
In Service Professional Development State of the Art - Theories, Research, Models and Practice
A volume in the series: International Perspectives on Mathematics Education - Cognition, Equity & Society. Editor(s): Bharath Sriraman, The University of Montana. Lyn English, Queensland University of Technology.
The Banff International Research Station (BIRS) for mathematical innovation and discovery held a 5-day workshop entitled "Teachers as Stakeholders of Mathematics Education Research" from December 5-10, 2010, and brought together 25 participants from all over the world to this exclusive location.
Participants included members of the American Mathematical Society, the German Mathematical Society and the Canadian Mathematical Society, in addition to key private sector educational policy makers from Germany, Austria and teacher professional development specialists. One of the goals of the workshop was to unify approaches to in service mathematics professional development presented in different models, projects and theories used in teacher education, in addition to producing a state of the art book on sustainable models of longitudinal professional development (PD) that have been successfully implemented in Australia, Europe, Israel, North America and other parts of the world. Detailed information of the workshop is available at http://www.birs.ca/events/2010/5-day-workshops/10w5030.
The book will include frameworks that might orient researchers' thinking and future work in the PD field. Background theories of PD such as Knowledge, Motivation, Beliefs and Neuroscience are exposed. Identity is explored in narratives from different stakeholders such as Professionals, Mathematicians, Research subjects, Learners and Researchers. Different organizational aspects are covered such as Goals, the data gathered, theories underpinning choices and ways in which motivation and individual teacher needs were addressed. Finally evaluation methods are given in terms of Teacher learning, Student learning, Teaching practice, What constitutes meaningful evidence of impact and Scalability. The book concludes with reflections on what kinds of PD and/or aspects of PD are valued by teachers and necessary ingredients for successful collaborative partnerships - i.e., working together to develop teaching. Contributors to this book are the premier professional development researchers in mathematics education.
Collaborative work between reseachers and teachers in this book ensures alignment in modes of decision making within the institution of mathematics and mathematics education on content, curricular and pedagogical issues, and supports an increasingly politically vulnerable "at risk" group, namely teachers. Minority voices from the nordic world also find a place in this book.
MORE TITLES IN THIS SERIES
Challenging Perspectives on Mathematics Classroom Communication
Mathematics Education within the Postmodern
Researching Mathematics Classrooms: A Critical Examination of Methodology
International Perspectives on Gender and Mathematics Education
Unpacking Pedagogy: New Perspectives for Mathematics
Mathematical Representation at the Interface of Body and Culture
Representation and Communication (In Development)
Mathematics Teacher Education in the Public Interest: Equity and Social Justice (In Development)
Emerging Perspectives on Gesture and Embodiment in Mathematics (In Development)
The 'Non-Contributions' of Jablonka: Festschrift in Celebration of the 51st Birthday (In Development)
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