Teachers of Mathematics Working and Learning in Collaborative Groups

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 in the context of mathematics teacher collaboration. Currently, she is involved in projects that focus on the education of STEM teachers through the design of classroom and professional development tasks. She has publications in international research journals, conference proceedings and book chapters. Her publications include articles in Educational Studies in Mathematics, Journal of Mathematical Behavior, ZDM Mathematics Education, International Journal of Science and Mathematics Education.  She is chief editor of the Journal of Mathematics Teacher Education, member of editorial boards and teams and reviewer for international journals and conferences. 

This open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. The authors - leading researchers and teachers on mathematics teacher collaboration - represent a wide range of countries and cultures. Chapters explore the various forms of teacher collaboration; the diversity of settings and groupings in which mathematics teacher collaboration occurs; the tools and resources that support mathematics teacher collaboration and are the product of collaboration; and the breadth of outcomes of such collaboration. Teachers' experiences and learning in collaborative settings are represented through their own voices as well as the voices of researchers. Forms and outcomes of collaboration are considered through a variety of theoretical perspectives and methodological approaches. The authors reflect on the policy implications of this work and suggest new directions of research that take into account contextual, cultural, national and political dimensions that impact teachers' work and learning through collaboration. The book is a valuable resource for researchers, practitioners, and policy makers who are interested in the power of teacher collaboration, and its history and potential for promoting educational innovations and equitable experiences for all teachers and learners.

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.- Afterword.- Appendix,- Discussion document.