The diversity of research domains and theories in the field of mathematics education has been a permanent subject of discussions from the origins of the discipline up to the present. On the one hand the diversity is regarded as a resource for rich scientific development on the other hand it gives rise to the often repeated criticism of the discipline's lack of focus and identity. As one way of focusing on core issues of the discipline the book seeks to open up a discussion about fundamental ideas in the field of mathematics education that permeate different research domains and perspectives. The book addresses transformation as one fundamental idea in mathematics education and examines it from different perspectives. Transformations are related to knowledge, related to signs and representations of mathematics, related to concepts and ideas, and related to instruments for the learning of mathematics. The book seeks to answer the following questions: What do we know about transformations in the different domains? What kinds of transformations are crucial? How is transformation in each case conceptualized?

Change is an ongoing aspect of education and educators are always seeking alternative and effective approaches to it. The approaches, in the context of mathematics teacher education, discussed in this book are based on joint work between the individuals involved in the process. However, the factors that influence success within co-operative or collaborative change processes have not been the focus of scientific investigation. This book systematically investigates collaborative endeavours in a number of different domains of teacher education. The fifteen chapters in the four main sections of the book explore and reflect on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. The resultant accounts should appeal to educational researchers, research students and practitioners around the world.

This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. It is relevant to educational researchers, research students and practitioners.

The diversity of research domains and theories in the field of mathematics education has been a permanent subject of discussions from the origins of the discipline up to the present. On the one hand the diversity is regarded as a resource for rich scientific development on the other hand it gives rise to the often repeated criticism of the discipline s lack of focus and identity. As one way of focusing on core issues of the discipline the book seeks to open up a discussion about fundamental ideas in the field of mathematics education that permeate different research domains and perspectives. The book addresses transformation as one fundamental idea in mathematics education and examines it from different perspectives. Transformations are related to knowledge, related to signs and representations of mathematics, related to concepts and ideas, and related to instruments for the learning of mathematics. The book seeks to answer the following questions: What do we know about transformations in the different domains? What kinds of transformations are crucial? How is transformation in each case conceptualized?"

Der mathematikdidaktischen Aus- und Weiterbildung des padagogischen Fachpersonals im Elementar- und Primarbereich kommt eine besondere Rolle fur gelingende mathematische Bildungsprozesse zu. Denn fur die Beobachtung und Gestaltung mathematischen Lernens ist zum einen fachbezogenes Hintergrundwissen und zum anderen darauf basierende Beobachtungs- und Handlungskompetenz notwendig.

Dieses Buch zeichnet sich dadurch aus, dass wissenschaftliche theoretische und empirische Erkenntnisse aus entwicklungspsychologischer, elementarpadagogischer und mathematikdidaktischer Perspektive explizit beleuchtet werden. Darauf aufbauend folgen praxiserprobte Anregungen fur die Gestaltung und Beobachtung mathematischer Bildungsprozesse.

Das Buch wendet sich an Lehrkrafte an Fachschulen und Hochschulen und eignet sich ebenso fur die Fort- und Weiterbildung. Ferner ist das Buch so aufgebaut, dass es auch fur Studierende und Fachkrafte in der padagogischen Praxis eine wichtige Basislekture ist. Grundschullehrkraften bietet das Buch fachliche didaktische und methodische Ansatzpunkte fur die Gestaltung des Ubergangs Kindergarten Grundschule im mathematischen Anfangsunterricht."