How do practicing mathematics teachers continue to develop the knowledge and habits of
mind that enable them to teach well and to improve their teaching over time? The question of …

The call for outline papers to be considered for inclusion in this special issue elicited 111
offers. This presented a formidable problem for the three editors, ourselves and Orit …

This paper presents the Mathematics Teacher's Specialised Knowledge (MTSK) model. It
acknowledges earlier contributions to understanding and structuring teachers' knowledge, in …

This article adopts a complexity theory framework to review the literature on teachers'
professional development practices, the generative systems of these practices, and the …

Identifying the nature of the expertise needed to teach a subject matter is instrumental in
preparing the teaching workforce. Scholars have stressed the subject-specific nature of such …

This book explores the contributions, actual and potential, of complexity thinking to
educational research and practice. While its focus is on the theoretical premises and the …

The purpose of this article is to contribute to the discussion of mathematics teacher
knowledge, and the question of what makes it specialized. In the first part of the article …

Whereas most studies of lesson study in teacher education seem to report on success
stories, this article investigates a challenging case. From an implementation of lesson study …

This second edition of the Handbook of International Research in Mathematics Education is
intended for those interested in international developments and future directions in …

Background/Context In many countries, there are multiple studies intended to improve initial
teacher education. These have generally focused on pieces of teacher education rather than …