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Edited by Nadine Bednarz, Dario Fiorentini and Rongjin Huang
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www.press.uottawa.ca
International Approaches to Professional Developmement for
Mathematics Teachers
Edited by Nadine Bednarz, Dario Fiorentini and Rongjin Huang
Explorations of innovative approaches to the professional
development of math teachers from around the world.
Schools everywhere are being confronted with evolving
learning and teaching paradigms that call into question a
number of traditional math teaching techniques. These
changes demand serious reflection on how to support
frontline educators in developing their teaching skills.
Alternative approaches to professional development have
been established worldwide that support teacher education
and contribute to professional development that is informed
by practice, created for practice and refined in practice. This
volume provides a rich portrait of these emergent strategies
in the professional development of math teachers, bridging
the divide between theory and practice.
Written by researchers around the world, the contributions
examine innovative approaches to the professional
development of math teachers in different countries. Many
of these approaches take into account the practitioner’s
point of view and are fundamentally rooted in the context of
the classroom.
Nadine Bednarz is emeritus professor at Université du Québec à Montréal.
Dario Fiorentini is professor of the Faculty of Education at the State University of Campinas, in São Paulo,
Brazil.
Rongjin Huang is a mathematics educator at the University of Colorado Denver.
Paper, 6 × 9
978-0-7766-0747-4
296 pages
$29.95 CAD/USD . £19.99 GBP
July 2011
www.press.uottawa.ca
International Approaches to Professional Developmement for
Mathematics Teachers
Brief Table of Contents
INTRODUCTION
PART 1: Education of practicing teachers in mathematics: international historical development and issues
PART 2: Professional life of mathematics teachers as part of their professional development-in-practice
PART 3: Construction of professional mathematical knowledge by teachers
PART 4: Different experiences supporting professional development in mathematical teaching
PART 5: Reforms, curricular change and continuous professional development
CONCLUSION
Contributors
Jenni Back, Kings College London (UK)
Jiansheng Bao, Suzhou University (China)
Ruth Beatty, University of Toronto (Canada)
Cathy Bruce, Trent University (Canada)
Claudia Canha Nunes, University of Lisbon (Portugal)
Dione L. Carvalho, UNICAMP (Brazil)
Naomi Chissick, ORT (Israel)
Nielce Meneguelo da Costa, University of Sao Paulo
(Brazil)
Els de Geest, University of Oxford (UK)
Yadong Fan, Suzhou Secondary School (China)
Ana Cristina Ferreira, UFOP (Brazil)
Regina C. Grando, University of Sao Francisco (Brazil)
Christine Hirst, Birmingham University (UK)
Barbara Jaworski, Loughborough University (UK)
Marie Joubert, University of Bristol (UK)
Bracha Kramarski, Bar-Ilan University (Israel)
Maiza Lamonato, University of Sao Carlos (Brazil)
Yeping Li, Texas A&M University (USA)
Adair M. Nacarato, University of Sao Francisco (Brazil)
Maria Teresa Menezes Freitas, UFU (Brazil)
Maria Angela Miorim, UNICAMP (Brazil)
Rosana G. S. Miskulin, University Estadual Paulista (Brazil)
Bernard Murphy, Mathematics in Education and Industry (UK)
Carmen L.B. Passos, University of Sao Carlos (Brazil)
Jérôme Proulx, Université du Québec à Montréal (Canada)
Tali Revach, Bar-Ilan University (Israel)
Ginger Rhodes, University of North Carolina Wilmington
(USA)
Mario Sanchez, Roskilde University (Denmark)
Rosamund Sutherland, University of Bristol (UK)
Christine Suurtamm, University of Ottawa (Canada)
Nancy Vézina, University of Ottawa (Canada)
Patricia S. Wilson, University of Georgia (USA)
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