Series Editor’s Foreword -- List of Contributors -- What counts in mathematics education? Sandy Schuck and Peter Pereira -- Part 1 Collaborations and Critical Friends -- 1. Tensions of Mentoring Mathematics Teachers: Translating Theory into Practice, Paul Betts -- 2. Team Teaching about Mathematics for All Collaborative Self-Study, Hafdís Guðjónsdóttir and Jónína Vala Kristinsdóttir -- 3. Growing Possibilities: Designing mathematical and pedagogical problems using variation, Cynthia Nicol -- 4. Resisting complacency: my teaching through an outsider’s eyes, Sandy Schuck -- Part 2 Examining our practice: Conflicts, dilemmas and incongruities -- 5. How students teach you to learn: Using Roundtable Reflective Inquiry to enhance a mathematics teacher educator’s teaching and learning, Robyn Brandenburg -- 6. Making sense of students’ fractional representations using critical incidents, Nell B.Cobb -- 7. Reforming Mathematics Teacher Education Through Self Study, Joanne E. Goodell -- 8. Opportunities for Learning: A Self-Study Of Teaching Statistics in a Mathematics Learning Centre, Sue Gordon -- 9. Reconstructing Teachers of Mathematics, Peter Pereira -- 10. Are we singing from the same songbook? Anne Prescott -- Adding value to self and content in mathematics education: Working in a third space, Peter Pereira and Sandy Schuck.

In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. The book’s two sections examine the role and significance of collaborations and critical friends in the self-study of mathematics teaching and teacher education; and the emerging conflicts, dilemmas and incongruities arising from the study of mathematics education practices. The book considers the insights gained from self-analysis regarding the practitioner themselves, as well as their pedagogical content, students and approaches. The contributions highlight the complexity, characteristics and features of mathematics education. The chapters reveal nuances in teaching and learning that are of particular relevance in mathematics education. In addition, the book contains ideas and suggestions on how to enhance the teaching of mathematical content to pre-service teachers. Accordingly, the book appeals to a wide audience of educators—including education academics, teachers, student teachers and researchers. As teacher educators involved in mathematics education, reflection on practice and engagement in practitioner research is becoming increasingly important in our efforts to enhance our teaching. Teachers and student teachers also gain from the insights arising from such reflection. The knowledge and experience encapsulated in this book provides much for the mathematics education community to build on.