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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.

Curriculum planning. --- Mathematics -- Study and teaching. --- Mathematics --- Mathematics teachers --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Mathematics Teaching & Research --- Theory & Practice of Education --- Study and teaching --- Computer network resources --- Curricula --- Training of --- Teaching --- Teachers --- Study and teaching. --- Aids and devices. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Curriculum development --- Curriculum materials --- Educational media --- Instructional materials --- Teaching materials --- Education. --- Mathematics. --- Social sciences. --- Teaching. --- Teaching and Teacher Education. --- Mathematics in the Humanities and Social Sciences. --- Instructional systems --- Planning --- Educational technology --- Media programs (Education) --- Design --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Math --- Science --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Mathematics - Study and teaching - Computer network resources --- Mathematics - Study and teaching - Curricula --- Mathematics teachers - Training of

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This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Education. --- Mathematics --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Mathematics Education --- Learning