Professional Development of Mathematics Teachers : An Asian Perspective.

Intro -- Contents -- Editors and Contributors -- Series Editors' Introduction -- 1 Mathematics Teacher Professional Development: An Asian Perspective -- Abstract -- 1.1 Introduction -- 1.2 Policies, Structures, Frameworks, and Contexts -- 1.3 Innovative PD Programs in Asia -- 1.4 Interacting but Diverse Asia -- 1.5 Convergences in Asia -- 1.6 Distinctively Asia? -- References -- Policies, Structures, Frameworks and Contexts -- 2 Professional Development of Secondary Mathematics Teachers in Mainland China -- Abstract -- 2.1 Background -- 2.2 Overview of Teacher Education System in China -- 2.2.1 Education Degree Requirements -- 2.2.2 Accreditation System -- 2.2.3 Ranking and Promotion System -- 2.3 Major Practices of Professional Development System -- 2.3.1 One-to-One Mentoring Practice -- 2.3.2 Practice-Based Teaching Research Activity -- 2.3.2.1 Routine Teaching Research Activity -- 2.3.2.2 Various Competitions Focusing on Teaching Skills -- 2.3.2.3 New Developments -- 2.3.3 Implementing New Curriculum Training Programs -- 2.3.4 Upgrading Education Degree Programs -- 2.3.5 Training Expert Teacher Programs -- 2.3.5.1 Backbone Teacher Training Program -- 2.3.5.2 Master Teacher Training Program -- 2.4 Conclusion and Discussion -- 2.4.1 Summary -- 2.4.2 Discussion -- References -- 3 The Endless Long-Term Program of Mathematics Teacher Professional Development in Indonesia -- Abstract -- 3.1 Introduction -- 3.2 Pre-service Education of Mathematics Teachers -- 3.3 National Teaching Certification for In-service Teachers that Lead to Teacher Professional Development -- 3.4 National Teaching Certification for Pre-service Teachers -- 3.5 Professional Development of Mathematics Teachers -- 3.6 Professional Development Programs for In-service Mathematics Teachers in Indonesia -- 3.7 Conclusion -- References.

4 Lesson Study: The Fundamental Driver for Mathematics Teacher Development in Japan -- Abstract -- 4.1 Introduction -- 4.2 Helping Practicing Teachers Increase Their Knowledge and Expertise -- 4.3 Lesson Study as a Fundamental Driver for Mathematics Teacher Development -- 4.3.1 Introduction to Lesson Study During Teacher Preparation -- 4.4 An Example of School-Wide Lesson Study to Support Teachers Becoming Life-Long Learners -- 4.4.1 The School Research Organization and the Research Steering Committee -- 4.4.2 Lesson Plans and Their Development -- 4.4.3 Disseminating the Results of the School Research -- 4.4.4 The Results from the School-Wide Lesson Study -- 4.4.5 Supporting the School-Wide Lesson Study -- 4.4.6 The Role of the Knowledgeable Other -- 4.5 Bringing New Knowledge from Research and the Standards -- 4.5.1 Showing the Connection Between Theory and Practice -- 4.5.1.1 Helping Others Learn How to Reflect on Teaching and Learning -- 4.6 Recommendations -- References -- 5 Towards Balancing Knowledge and Practice of In-Service Mathematics Teacher Education Program in Korea -- Abstract -- 5.1 Introduction -- 5.2 Teacher Training Programs in Korea -- 5.3 Mathematics Teacher Training Programs in Korea -- 5.3.1 Changes in the Contents of Training Programs -- 5.3.2 Changes in the Training Methods -- 5.4 Conclusion -- References -- 6 Profiling Mathematics Teacher Professional Development in Malaysia -- Abstract -- 6.1 Introduction -- 6.2 The Mathematics Education Context -- 6.3 Mathematics Teacher Professional Development -- 6.4 Research-Based Teacher Professional Development -- 6.5 Implications and Conclusion -- References -- 7 Congruence Between Context and Opportunities for Professional Development of Mathematics Teachers in the Philippines -- Abstract -- 7.1 Introduction -- 7.2 Context.

7.3 Preservice Mathematics Teacher Education in the Philippines -- 7.4 In-Service Mathematics Teacher Education in the Philippines -- 7.5 Prohibitive Macrostructures -- 7.6 Discussion and Future Directions -- References -- 8 Professional Development of Mathematics Teachers in Singapore -- Abstract -- 8.1 Introduction -- 8.2 Systemic Infrastructure -- 8.3 Professional Development of Mathematics Teachers Through Working and Learning Collaboratively -- 8.4 Professional Development Activities to Suit Individual Needs -- 8.5 Conclusion -- References -- 9 Mathematics Teachers Professional Development in Taiwan -- Abstract -- 9.1 Introduction -- 9.2 Three Types of Teachers Professional Development -- 9.2.1 Type 1: Academic Degree Program -- 9.2.2 Type 2: Lifelong Learning -- 9.2.3 Type 3: Network Platform -- 9.3 Examples of Teachers' Active Engagement -- 9.3.1 The Lighten-up School-Based Program -- 9.3.2 The Just Do Math Project -- 9.4 Concluding Remark -- References -- Innovative Professional Development Programs in Asia -- 10 Constraints and Affordances in Bringing About Shifts in Practice Towards Developing Reasoning in Mathematics: A Case Study -- Abstract -- 10.1 Introduction -- 10.1.1 Practices for Teaching Mathematics in India -- 10.1.2 Models for Supporting Teacher Change in Practice -- 10.2 The Study -- 10.2.1 Theoretical Framework -- 10.2.2 Research Design -- 10.2.3 Data Collection -- 10.2.4 Data Analysis -- 10.2.5 Results -- 10.2.5.1 Shifts in Classroom Practices of Teacher Swati -- 10.2.5.2 Affordances and Constraints for Shifts in Practice -- 10.3 Discussion and Conclusion -- References -- 11 A Community-Based, Practice-Oriented Teacher Professional Development Program: Changes in Teaching Culture in Korea -- Abstract -- 11.1 Introduction -- 11.2 Theoretical Foundation of the Practice-Oriented PD Model.

11.2.1 Curriculum for Teacher's Practice -- 11.2.2 Multitier Teacher Community of Practice -- 11.2.3 Structure of Participation -- 11.3 Operation of Community-Based Mathematics Teacher PD Program -- 11.3.1 First Stage: Preparatory Intensive Course -- 11.3.2 Second Stage: Teaching Practice and Collaboration -- 11.3.3 Third Stage: Post-Program for Sharing Participation Experiences -- 11.3.4 Procedural Model of the Practice-Oriented PD Program -- 11.4 Discussion and Conclusion -- References -- 12 Classroom as a Site for Teacher Learning: Emergence of a Paradigm Shift in Mathematics Teacher Education in Pakistan -- Abstract -- 12.1 Introduction to the Context and Background -- 12.2 Teacher Learning in the Third Space -- 12.3 The Case of the Advanced Diploma in Mathematics Education -- 12.4 Improving Mathematics Teaching: A Story of Professional Development -- 12.5 Conclusions, Recommendations and Implications -- References -- 13 Teaching for Metacognition Project: Construction of Knowledge by Mathematics Teachers Working and Learning Collaboratively in Multitier Communities of Practice -- Abstract -- 13.1 Introduction -- 13.2 Teaching for Metacognition Project -- 13.2.1 Review of Literature -- 13.2.1.1 Successful PD Activities -- 13.2.1.2 Teacher Communities of Practice -- 13.2.2 Design of the Project -- 13.2.3 Participants of the Project -- 13.2.4 Implementation of the Project -- 13.2.4.1 Phase I -- 13.2.4.2 Phase II -- 13.2.4.3 Phase III -- 13.3 Learning of Teachers Working Collaboratively in Multitier Communities of Practice -- 13.3.1 Working and Learning in First-Tier Communities of Practice -- 13.3.2 Working and Learning in Second-Tier Community of Practice -- 13.4 Conclusion -- Appendix A -- Appendix B -- Appendix C -- References -- 14 Boundary Objects Within a Replacement Unit Strategy for Mathematics Teacher Development -- Abstract.

14.1 Introduction -- 14.2 Mathematics Teacher Professional Development as a Boundary Encounter -- 14.3 Boundary Objects During Mathematics Teacher PD -- 14.4 Situating the Boundary Objects Within the Replacement Unit (RU) Strategy -- 14.5 Background of a Specific Case of RU-Design -- 14.6 Implementing the RU Strategy in Eastpark Secondary School -- 14.7 Capturing the Interaction Between Boundary Objects in the RU Strategy -- 14.8 The RU on the Topic of Probability -- 14.8.1 Conceptualisation of the RU Lessons -- 14.8.2 Lessons as Concretised in the RU Worksheets -- 14.8.3 Discussions During the Collaboration Sessions -- 14.9 Discussion and Conclusion -- Appendix A: A compressed version of the Practical Worksheet Used in Eastpark Secondary School -- Appendix B -- References -- 15 Facilitating Professional Growth of Taiwanese In-service Mathematics Teachers Through an Innovative School-Based Program -- Abstract -- 15.1 Main Challenge in Taiwan Mathematics Education -- 15.2 Central Counseling Team (CCT) in Taiwan -- 15.3 Innovative Professional Development Program: Lighten-up School-Based Program (LUSBP) -- 15.3.1 Research Experiences -- 15.3.1.1 Experiences with the Implementation of Design-Based Professional Development Workshops for Experienced Mathematics Teachers -- 15.3.1.2 Experiences with an Integrated Research Project -- 15.3.2 School-Based Model and Active Participation of Schools -- 15.3.3 Cooperation of University Faculties in Taiwan -- 15.4 Organization of LUSBP -- 15.5 The Learning of Students, Teachers, and Educators -- 15.5.1 The Learning of Teachers and Students -- 15.5.2 The Learning of Educators -- 15.6 Concluding Remark -- References -- 16 School-Based In-service Mathematics Teachers' Professional Development: Designing Diagnostic Conjecturing Activities -- Abstract -- 16.1 Introduction -- 16.2 Theoretical Background.

16.2.1 MTs' Design-Based Professional Development.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.