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From Text to 'Lived' Resources (Record no. 16305)

000 -LEADER
fixed length control field 06038nam a22004335i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145541.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 110905s2012 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400719668
978-94-007-1966-8
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1024.2-1050.75
Classification number LB1705-2286
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.711
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands :
-- Imprint: Springer,
-- 2012.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Gueudet, Ghislaine.
Relator term editor.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title From Text to 'Lived' Resources
Medium [electronic resource] :
Remainder of title Mathematics Curriculum Materials and Teacher Development /
Statement of responsibility, etc edited by Ghislaine Gueudet, Birgit Pepin, Luc Trouche.
300 ## - PHYSICAL DESCRIPTION
Extent XX, 364 p.
Other physical details online resource.
440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Mathematics Teacher Education ;
Volume number/sequential designation 7
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Foreword: R. Sträßer, Professor of Mathematics Education, Giessen, Germany -- Introduction: G. Gueudet, B. Pepin & L. Trouche -- Section 1: Teacher resources -- Chap. 1 (J. Adler): Knowledge resources in and for school mathematics teaching -- Chap. 2 (G. Gueudet & L. Trouche): Teachers’ work with resources: documentational geneses and professional geneses -- Chap. 3 (G. Sensevy): Patterns of didactic intentions, thought collective and documentation work -- Chap. 4 (M. A. Mariotti & M. Maracci): Resources for the teacher from a semiotic mediation perspective -- Reaction to section 1: B. Barton, President of ICMI, University of Auckland, New Zealand -- Section 2: Text and Curriculum resources -- Chap. 5 (K. Ruthven): Constituting Digital Tools and Materials as Classroom Resources -- Chap. 6 (J. Remillard): Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources -- Chap. 7 (B. Pepin): Task analysis as ‘Catalytic Tool’ for feedback and teacher learning: Working with teachers on mathematics curriculum materials -- Chap. 8 (W. Schmidt): The Cumulative Effects of Middle School Tracking: How Content Coverage Varies -- Chap. 9 (C. Proust): Teachers’ writings and students’ writings’: school material in Mesopotamia -- Reaction to section 2: M. Swan, Professor of Mathematics Education, Shell Centre, The University of Nottingham, UK -- Section 3: Use of resources -- Chap. 10 (C. Kieran, D. Tanguay & A. Solares): Researcher-designed resources and their adaptation within classroom teaching practice -- Chap. 11 (D. Forest & A Mercier): Classroom's video data and teaching resources: Some thoughts on teacher education -- Chap. 12 (S. Rezat): Interactions of teachers' and students' use of mathematics textbooks: A study of documentational genesis -- Chap. 13 (M. Trigueros & D. Lozano): Teachers teaching mathematics with Enciclomedia -- Chap. 14 (P. Drijvers): Teachers transforming resources into orchestrations -- Reaction to section 3: L. Radford, Professor of Mathematics Education, Laurentian University in Ontario, Canada -- Section 4: Collaborative use -- Chap. 15 (C. Winsløw): A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark -- Chap. 16 (G. Gueudet & L. Trouche): Communities, documents and professional geneses: interrelated stories -- Chap. 17 (J. Visnovska, P. Cobb & C. Dean): Mathematics teachers as instructional designers: what does it take? -- Reaction to section 4: B. Jaworski, Chair in Mathematics Education, Loughborough University, UK -- Closing reaction: D. Lowenberg Ball, Professor in Education, Dean, School of Education, University of Michigan, USA -- Conclusion: the editors.
520 ## - SUMMARY, ETC.
Summary, etc Curriculum materials and the interaction with these materials and resources is central in teacher education and professional development. How teachers use and learn from materials fundamentally depends on the interactions between three components: the reader, the material and the context. Teachers’ use and learning from text-based materials depends to a large extent on the characteristics of the materials, on the teaching activity in which the teacher is engaged, teachers’ beliefs and knowledge, and how these are aligned with the curriculum. What kinds of curriculum materials do teachers select and use, and how? How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? These factors interact in complex ways, as teachers select, interpret and shape the materials, individually and collaboratively with groups of colleagues. The characteristics of the resources shape the teacher’s activity; analysing these characteristics enlightens the mathematics presented to the students, and more generally the classroom practice and the development of teacher professional knowledge. The purpose of this book is to provide a wider perspective on this issue in the field of mathematics education. It studies curriculum materials and their uses, in addition to investigations of teacher adaptation and use of those materials, and pays particular attention to digital resources. Teacher’s professional activity is studied as a whole, at different moments and in different contexts, in-class and out-of-class, with a variety of agents. The collective dimensions of this activity, the role of a variety of collectives for teachers professional development, constitute a major focus of the work presented here.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Teaching and Teacher Education.
Topical term or geographic name as entry element Mathematics in the Humanities and Social Sciences.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Pepin, Birgit.
Relator term editor.
Personal name Trouche, Luc.
Relator term editor.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400719651
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-1966-8
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-02AUM Main Library2014-04-02 2014-04-02 E-Book   AUM Main Library370.711
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