This book brings together a range of theoretical and empirical advances in understanding the nature and growth of mathematics teaching and tells a coherent story that will generate new insights from integrating past, current and future lines of research. A unique feature of this book is the deliberate development of the content by the chapter authors. New insights are provided in the same way that insights are often gained, namely by stepping back and considering a body of work as a whole with different aspects informing each other.

This book provides a great resource to mathematics education researchers interested in teaching, researchers of teaching across education disciplines, mathematics education researchers across areas of interest, and educators interested in improving mathematics teaching and learning, more generally.

Provides new insights on mathematics teaching and improvement Advances understanding in mathematics teaching by accumulating connected streams of research Illustrates the benefits of knowledge-growth from building carefully on prior work

Autorentext

Dr. Charles Hohensee is a Professor in the mathematics education program area in the School of Education and Department of Mathematical Sciences at the University of Delaware, Newark, USA. His research has addressed understanding mathematics teaching and teacher education. He has published in top tier research journals such as Mathematical Thinking and Learning, Journal of Mathematics Teacher Educators, and the Journal for Research in Mathematics Education. He served as an Associate Editor for the Journal for Research in Mathematics Education. He recently co-edited a book titled Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields (2021) with Joanne Lobato at San Diego State University for the Springer Mathematics Education Book Series (Series Editors Jinfa Cai and James Middleton).

Dr. Amanda Jansen, Distinguished Professor of Teacher Education, works in the mathematics education program area in the School of Education and Department of Mathematical Sciences at the University of Delaware, Newark, USA. Her research has addressed understanding and improving mathematics teacher education as well as understanding and improving how mathematics teaching can support students' engagement with mathematics. She has published in top tier research journals such as Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Mathematical Thinking and Learning, and the Elementary School Journal . She has written a book for teachers, Rough Draft Math: Revising to Learn (published by Stenhouse in 2020) and has also co-written a book for teachers, Motivation Matters and Interest Counts (published by the National Council of Teachers of Mathematics) with James Middleton at Arizona State University.

Inhalt

Chapter 1. Mathematics Education Decades-Long Program of Research at the University of Delaware (Introduction).- Chapter 2. Examining and Supporting Mathematical Sensemaking in K12 Students.- Chapter 3. Research Program on Preparing Elementary Prospective Teachers to Teach Early Algebra.- Chapter 4. Investigating Motivation and Engagement in Mathematics Classrooms.- Chapter 5. Everyday Decisions, Enduring Consequences: Discretion, Sensemaking, and Engagement in Mathematics Classrooms (Commentary 1).- Chapter 6. Searching for a Deeper Relationship between High-Quality Teaching and Ambitious Learning.- Chapter 7. Continuously Improving Mathematics Courses for Prospective Teachers.- Chapter 8. Intersections Between Research and Practice: Mathematics Educators Conducting Engaged Research.- Chapter 9. Navigating Tensions in Preparing Mathematics Teachers: Reflections and Future Directions (Commentary 2).- Chapter 10. Expanding Perspectives on Integrating Research and Practice (Conclusion).