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    Teachers of Mathematics Working and Learning in Collaborative Groups

    The 25th ICMI Study

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    Contributor(s)
    Borko, Hilda (editor)
    Potari, Despina (editor)
    Language
    English
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    Abstract
    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.
    URI
    https://library.oapen.org/handle/20.500.12657/90912
    Keywords
    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
    DOI
    10.1007/978-3-031-56488-8
    ISBN
    9783031564888, 9783031564871, 9783031564888
    Publisher
    Springer Nature
    Publisher website
    https://www.springernature.com/gp/products/books
    Publication date and place
    Cham, 2024
    Imprint
    Springer International Publishing
    Series
    New ICMI Study Series,
    Classification
    Teaching of a specific subject
    Mathematics
    Pages
    457
    Rights
    http://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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