| Description |
1 online resource (xvii, 198 pages) |
| Contents |
Intro -- Contents -- Acknowledgements -- Dedication -- Contributors -- Acronym List -- Introduction -- 1. Initial insights into a continuing professional development project for mathematics teachers -- 2. A continuing professional development project for mathematics teachers: anactivity-theory perspective -- 3. Assessment of teachers' mathematical content knowledge through large-scale tests: what are the implications for CPD? -- 4. Appropriation of CPD by mathematics teachers: a case study of the Ledimtali teachers' appropriation of spiral revision |
|
5. Facilitating and mediating by mathematics teacher educators as a matter of positionality -- 6. Practicing teachers and the development of mathematical modelling competencies through mathematical modelling as content -- 7. Professional learning in third spaces -- 8. Professional learning communities, professional learning and the role of relational agency -- 9. An ethnomethodological analysis of candidates' work in high-stakes mathematics examinations and its possible use in CPD initiatives -- Examination-driventeaching as an underpinningof ledimatali |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Mathematics teachers -- Education (Continuing education) -- South Africa
|
|
South Africa.
|
| Form |
Electronic book
|
| Author |
Julie, Cyril, editor.
|
|
Holtman, Lorna, editor.
|
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Smith, Charles R. (Charles Raymond), 1955- editor.
|
| ISBN |
9781928480372 |
|
1928480373 |
|
