Tools and Settings Supporting Mathematics Teachers’ Learning in and from Practice

João Pedro da Ponte, Orit Zaslavsky, Ed Silver, Marcelo de Carvalho Borba, Hagar Gal, Dario Fiorentini, Rosana Miskulin, Cármen Passos, Gilda de La Rocque Palis, Rongjin Huang, Olive Chapman, Marja van den Heuvel-Panhuizen

Research output: Chapter in Book/Report/Conference proceedingChapter


The purpose of this chapter is to present a synthesis of the papers from Strand II which address the tools, dynamics, tasks, contexts, and learning settings that can be mobilized for pre-service and in-service mathematics teacher education. Within this focus, we have identified four topics around which our chapter is organized. In the first section, we deal with tasks for mathematics teacher education, including mathematical problems and activities, which are offered to teachers as opportunities for them to deepen their knowledge of what they have to teach to students and how they can teach this. These tasks are at the heart of mathematics teacher education and determine what teachers are learning, along with several working forms, dynamics, and contexts.

Original languageEnglish (US)
Title of host publicationNew ICMI Study Series
Number of pages25
StatePublished - 2009

Publication series

NameNew ICMI Study Series
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745


  • Lesson Study
  • Mathematics Teacher
  • Mathematics Teacher Education
  • Teacher Education
  • Video Case

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


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