TY  - BOOK
AU  - Horn,Ilana
AU  - Garner,Brette
TI  - Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach
T2  - Studies in Mathematical Thinking and Learning Series
SN  - 9781003182214
U1  - 513.076 
PY  - 2022///
CY  - [Place of publication not identified]
PB  - Routledge
KW  - Mathematics
KW  - Study and teaching (Secondary)
KW  - EDUCATION / Teaching Methods & Materials / Mathematics
KW  - bisacsh
KW  - EDUCATION / Secondary
KW  - MATHEMATICS / Study & Teaching
N1  - Part 1: Theorizing Mathematics Teachers⁰́₉ Learning1: The Conditions for Teacher Learning and Nature of Teacher Knowledge2: How Concepts Change as Teachers Learn Ambitious and Equitable Mathematics Instruction3: Mechanisms for Teachers⁰́₉ Concept DevelopmentPart 2: Studying Mathematics Teachers⁰́₉ Learning4: Designing to Support Mathematics Teachers⁰́₉ Conceptual Change5: Putting Formative Feedback into Practice6: Learning to Inquire into Teaching7: Learning About Teaching through Moments of Insight8: Learning about Teaching Over Time9: Learning about Teacher Learning
N2  - Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers⁰́₉ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice
UR  - https://www.taylorfrancis.com/books/9781003182214
ER  -