The articles in this volume grew out of a 2019 workshop, held at Johns Hopkins University, that was inspired by a belief that when mathematicians take time to reflect on the social forces involved in the production of mathematics, actionable insights result. Topics range from mechanisms that lead to an inclusion-exclusion dichotomy within mathematics to common pitfalls and better alternatives to how mathematicians approach teaching, mentoring and communicating mathematical ideas. This collection will be of interest to students, faculty and administrators wishing to gain a snapshot of the current state of professional norms within mathematics and possible steps toward improvements.

(Orginally published in 2005) A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involded in mathematics teacher education.

This is a research-based book that deals with a broad range of issues about mathematics teacher education. It examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically. It is intended for teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership

Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and 3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events is an important resource for researchers, teacher educators, and graduate students in mathematics and science education, and a strong supplemental text for courses in these areas and also in cognition and instruction and instructional design.

Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its value in the mathematical community. The writing is expository, not technical, and should be accessible and informative to a diverse audience. The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate students. Researchers in education may also find topics of interest. Other potential readers include those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.

This book collects recent research on posing and solving mathematical problems. Rather than treating these two crucial aspects of school mathematics as separate areas of study, the authors approach them as a unit where both areas are measured on equal grounds in relation to each other. The contributors are from a vast variety of countries and with a wide range of experience; it includes the work from many of the leading researchers in the area and an important number of young researchers. The book is divided in three parts, one directed to new research perspectives and the other two directed to teachers and students, respectively.

Different communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.