Intro -- Contents -- The Evolution of Research on Teaching Mathematics: International Perspectives in the Digital Era: Introduction -- 1 Introduction -- 2 The Purpose of the Book -- 3 Book Structure -- 4 Part 1: Online Variables -- 4.1 Pre-Existing Mathematics Teacher Characteristics -- 4.2 Mathematics Teachers' Competencies, Knowledge and Skills -- 4.3 Pre- and Post-Active Mathematics Teacher Activities -- 4.4 Interactive Mathematics Teacher Activities -- 4.5 Student Mathematics Learning Activities -- 4.6 Student Mathematics Learning Outcomes -- 5 Part 2: Offline Variables -- 5.1 Individual Student Characteristics, Abilities and Personal Qualities -- 5.2 Internal Context Variables -- 5.3 External Context Variables -- 5.4 Mathematics Teacher Training and Experiences -- 5.5 Research Methods, Techniques, and Tools for Research on Teaching in the Digital Era -- 6 Conclusion -- References -- Mathematics Teachers' Influence on Students' Learning: Online Variables -- Pre-existing Mathematics Teacher Characteristics -- 1 Introduction -- 2 Scope of Literature Review to Determine Studies of PMTC -- 3 Landscape of PMTC Researched in 2000-2020 -- 3.1 Pre-existing Mathematical Knowledge and Skills -- 3.2 Pre-existing Mathematics-Related Pedagogical Knowledge and Ability -- 3.3 Pre-existing Mathematics-Related Beliefs -- 3.4 Summary of Landscape of PMTC -- 4 Evolution of Research on PMTC -- 4.1 Scope of Research on PMTC -- 4.2 Methodological Factors -- 4.3 Summary of Evolution of PMTC Research -- 5 Future Evolution of Research on PMTC -- References -- The Evolution of Research on Mathematics Teachers' Competencies, Knowledge and Skills -- 1 Introduction -- 2 Evolution of Research on Teacher Competencies, Knowledge and Skills -- 3 Components of Teachers' Professional Competencies -- 3.1 Content Knowledge -- 3.2 Pedagogical Content Knowledge.

3.3 General Pedagogical Knowledge -- 3.4 Beliefs -- 3.5 Motivation and Self-regulation Skills -- 4 Different Conceptualizations of Teacher Knowledge -- 4.1 Mathematical Knowledge for Teaching (MKT) -- 4.2 The Knowledge Quartet -- 4.3 Modelling Teachers' Knowledge in Relation to Teaching Practice -- 4.4 Teachers' Knowledge About the Integration of Technology in the Classroom -- 4.5 COACTIV -- 4.6 TEDS-M -- 5 Recent Extensions in the Concept of Mathematics Teacher Competence -- 5.1 Situational Aspects of Mathematics Teachers' Professional Competencies -- 5.2 Further Developments of the Studies of the TEDS-M Research Program -- 5.3 Relationships of Teacher Competencies to Instructional Quality and Student Achievement -- 6 Concluding Remarks -- References -- The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers' Pre-post Classroom Activities -- 1 Introduction -- 1.1 Statement of the Problem -- 2 The Connection of Type D to Knowledge, Competencies, Skills, and Beliefs -- 3 Goals of Pre- and Post-active Teacher Activities -- 4 Theoretical Perspectives for Teaching Mathematics that Are Present in Type D -- 4.1 Situated Learning Theory as Perspective -- 4.2 Behaviorism as Perspective -- 4.3 Cognitive Learning Theory as Perspective -- 4.4 Social Constructivism as Perspective -- 4.5 Structuralism as Perspective -- 4.6 Problem Solving as Perspective -- 4.7 Culturally Relevant Pedagogy as Perspective -- 4.8 Project and Problem-Based Learning as Perspective -- 5 Pros and Cons for Each Perspective -- 6 The Epistemological Perspectives in Different Cultural Contexts -- 7 Implications for Lesson Planning -- 7.1 Layout of the Learning Space -- 7.2 Instrumentation Related to Lesson Planning -- 7.3 Student Assessment -- 8 Conclusion and Future Directions of Research -- References.

Interactive Mathematics Teacher Activities -- 1 Introduction -- 2 Our Approach -- 3 Normative Mathematics Teaching Practices -- 3.1 Resources for Teaching Mathematics -- 3.2 Instructional Practices -- 3.3 Teacher's Use of Technology -- 4 Atypical Mathematics Teaching Practices -- 4.1 Pedagogical Approaches -- 4.2 Aspects of Teacher's Practices -- 4.3 The Organization of Teaching and Learning -- 4.4 Classroom Environments -- 5 Implications and Conclusions -- References -- Student Mathematics Learning Activities -- 1 Introduction -- 2 Student Mathematics Learning Activities: An Overview -- 2.1 Mathematical Processes -- 2.2 Mathematical Competencies -- 2.3 Mathematical Proficiency -- 2.4 Standards for Mathematical Practice -- 2.5 Cognitive Technological Tools and Student Mathematics Learning Activities -- 3 Theoretical Perspectives -- 3.1 Developing Schemes: Progressive Coordination of Actions -- 3.2 Learning Through Activity: Progressive Coordination of Mathematical Concepts -- 3.3 The AHA! Experience: Proxies of Student Engagement -- 4 Making Sense and Perseverance Involved in Learning Mathematics Knowledge -- 4.1 Problem Solving -- 4.2 Productive Disposition -- 4.3 Productive Struggle -- 4.4 Productive Failure -- 5 Discussion of Findings and Future Implications -- Brief, Capsule Definitions of Terms and Documents for Chapter 6 -- References -- Student Mathematics Learning Outcomes -- 1 Introduction -- 2 Being Competent in Math: A Desirable Learning Outcome -- 3 Assessment of Student Outcomes -- 4 Optimal Self-beliefs and Motivation for Math: A New-Old Learning Outcome -- 5 Concluding Remarks -- References -- Units of Analysis of Research on Teaching Mathematics that are not Under Teachers' Control: Offline Variables.

Individual Student Characteristics, Abilities and Personal Qualities and the Teacher's Role in Improving Mathematics Learning Outcomes -- 1 Introduction -- 2 Literature Review -- 2.1 Current Understandings of Mathematics Learning Difficulties, Disabilities and Dyscalculia -- 2.2 Current Understandings of Learned Difficulties -- 2.3 Interventions -- 3 Impact of Students' Attributes on Their Learning Outcomes -- 3.1 Universal Design for Learning -- 3.2 Digital Solutions -- 3.3 Adding Adjustments to Year Level Curriculum -- 4 Learning Year Level Curriculum -- 4.1 Learning Year Level Mathematics Curriculum in Primary Schools -- 4.2 Learning Year Level Secondary Mathematics -- 4.3 Learner Characteristics, the Mathematics They Engage in and the Learning Outcomes They Achieve -- 4.4 Implications from These Studies -- 5 Implications -- References -- Individual Student Internal Contexts and Considerations for Mathematics Teaching and Learning -- 1 Introduction -- 2 Context -- 3 Students' Internal Contexts -- 4 Connections Among Individual Student Internal Contexts and Broader Social Scales -- 5 Implications for Teachers -- 6 Concluding Comments -- References -- External Context-Related Research: Digital Resources as Transformers of the Mathematics Teachers' Context -- 1 Introduction -- 2 Theoretical Frames guiding our Review -- 2.1 Digital (Curriculum) Resources and Educational Technology -- 2.2 Teachers' Professional Activity -- 3 Evolution of Research about External Context Variables linked with Digital Resources and about their Influence on Teacher Work and Teacher Knowledge -- 3.1 Educational Policies as Context for Teachers' Work with DCRs -- 3.2 Teachers' Integration of Digital Resources -- 3.3 Assessment, Digital Technologies and Digital Curriculum Resources -- 4 On the Quality of Digital Curriculum Resources.

4.1 Quality of Dynamic Mathematics Materials -- 4.2 Quality of E-Textbooks -- 4.3 Quality of Dynamic Mathematical Tasks -- 4.4 Quality of Curriculum Programs -- 5 Recent Developments and Future Directions for Research -- 5.1 Introduction of Programming in the Mathematics Curricula Internationally and Consequences for Teachers -- 5.2 Teacher Collaborative Activities -- 5.3 Digital Resources in Mathematics Education, Equity, and COVID-19 -- 6 Conclusions -- References -- Competency Framework for the Qualification of Facilitators of Mathematics -- 1 Introduction -- 2 The Evolution of Framing Teachers' Professionalization -- 2.1 PD in General Education -- 2.2 PD in Mathematics Education -- 3 Facilitators' Competencies-A New Presage Variable -- 3.1 The Role of Facilitators -- 3.2 Facilitators in General Adult Education -- 3.3 Facilitators in Mathematics Education -- 3.4 Facilitators' Competencies Framework -- 4 Outlook -- References -- Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning -- 1 Introduction -- 2 Changing Methodologies -- 3 Qualitative and Mixed Methods Research Methodologies -- 4 Continuing to Develop Quantitatively: Emerging Psychometric Models -- 5 Emerging Research Approaches -- 6 Teaching Experiments -- 6.1 What is It? -- 6.2 Benefits and Limitations -- 6.3 Examples -- 7 Design-Based Research -- 7.1 What is It? -- 7.2 Benefits and Limitations -- 7.3 Examples -- 8 Cultural Historical Activity Theory -- 8.1 What is It? -- 8.2 Benefits and Limitations -- 8.3 Examples -- 9 Quantitative Ethnography -- 9.1 What is It? -- 9.2 Benefits and Limitations -- 9.3 Examples -- 10 Technology for Research -- 11 Eye Tracking -- 11.1 What is It? -- 11.2 Benefits and Limitations -- 11.3 Examples -- 12 Dynamic Geometry Software -- 12.1 What is It?.

12.2 Benefits and Limitations.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.