Teachers of Mathematics Working and Learning in Collaborative Groups

Foreword: Part I Introduction.- Chapter 1: Introduction: Hilda Borko and Despina Potari.- Part II Chapters of Working Theme Groups: Chapter 2: Theoretical perspectives on studying mathematics teacher collaboration (Theme A): João Pedro da Ponte, Takeshi Miyakawa, Nicole Bannister, Boris Koichu and Birgit Pepin.- Chapter 3: Contexts, forms and outcomes of mathematics teacher collaboration (Theme B): Cristina Esteley, Rongjin Huang, Maria Mellone, Gabriel Soto, Raewyn Eden and Alf Coles.- Chapter 4: Roles, identities and interactions of various participants in mathematics teacher collaboration (Theme C): Ronnie Karsenty, Shelley Dole, Stéphane Clivaz, Birgit Griese and Birte Pöhler.- Chapter 5: Tools and resources used/designed for teacher collaboration and resulting from teacher collaboration (Theme D): Ornella Robutti, Luc Trouche, Annalisa Cusi, Giorgos Psycharis, Ruchi Kumar and D'Anna Pynes.- Part III Plenary Chapters and Reactions: Chapter 6: Using and developing content-relatedtheory elements for explaining and promoting teachers' professional growth in collaborative groups: Susanne Prediger.- Chapter 7: The art of being specific while theorising for and from practice of mathematics teachers' collaboration: Boris Koichu.- Chapter 8: Capturing collaboration in mathematics teacher education, in terms of relevant actors, targets and environments: Konrad Krainer, Bettina Roesken-Winter and Carina Spreitzer.- Chapter 9: Resources for and from collaboration: A conceptual framework: Karen Brodie and Kara Jackson.- Chapter 10: Working and learning in collaborative groups: What's key to mathematics teachers?: Hilary Hollingsworth, Yiyi Chen, Christelle Fitamant, Lameck Dition Sandram and Shelli Temple.- Part IV Commentary Chapters: Chapter 11: Advances and challenges of collaboration as a learning and research field for mathematics teachers: Dario Fiorentini & Ana Leticia Losano.- Chapter 12: Mathematics teachers in collaboration: A commentary: Rina Zazkis.-

Hilda Borko is the Charles E.  Ducommun Professor of Education in the Stanford Graduate School of Education, USA. Dr. Borko's research explores teachers' instructional practices, the process of learning to teach, the impact of teacher professional development programs on teachers and students, and the preparation of professional development leaders. Her current projects include partnerships with local school districts to improve teaching and professional development in mathematics and science, and to build capacity within the school districts to prepare and support professional development leaders. Her publications include articles in Journal of Mathematical Behavior, ZDM Mathematics Education, International Journal of Science and Mathematics Education, Journal of Research in Science Teaching, Educational Researcher, American Educational Research Journal and other journals and edited volumes. Dr. Borko served as President of the American Educational Research Association andas a member and chair of various committees for AERA, Association of Mathematics Teacher Educators, and Educational Psychology Division of the American Psychological Association. She is a member of the National Academy of Education, where she served on the NAEd Board of Directors, and as chair of the National Academy of Education/Spencer Postdoctoral Fellowship Selection Committee. She is the 2014 recipient of the Excellence in Scholarship in Mathematics Teacher Education Award, Association of Mathematics Teacher Educators.

Despina Potari is a professor at the Mathematics Department of the National and Kapodostrian University of Athens, Greece. She has been visiting professor at different universities in Europe and in the USA and member of International Program Committee of PME and CERME.  Her research interest is mainly on the development of mathematics teaching and on the education of mathematics teachers focusing on the relationship between research and practice