In this paper we report the results of a study in which we investigated how formal education
and shadow education in Taiwan provide students opportunities to learn mathematics …

As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey
report, research into mathematics teacher education was rather sparse until the mid-1990s …

Novice facilitators of professional development (PD) programs for mathematics teachers
often face challenges in leading productive discussions and achieving the goals of these …

Professional development (PD) courses are the main context for mathematics teachers'
lifelong learning. Leaders with expertise are needed to facilitate these courses; thus, there is …

Prospective teachers bring countless stories of success and failure from different
mathematics classrooms to their post-field teacher education courses. These reflective …

Through our shared interest in articulating a knowledge base for teacher education, we
believe a deeper examination of the work of teacher educators would contribute to a fuller …

This study explored the perspectives of mathematics teacher educator-researchers (MTE-
Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the …

A mathematics teacher educator's (MTE) use of self-based methodologies goes beyond
developing MTE professional knowledge by contributing scholarly inquiry into MTE work …

This chapter capitalizes on the strengths of recent research on effective teacher professional
development to address how mathematics teacher educators learn from their practice to …

This paper presents an exploratory qualitative study which was carried out by means of
questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators …