02396oam 2200409I 450 991079383130332120230817183514.01-928480-37-3(CKB)4100000010080546(MiAaPQ)EBC6321178(EXLCZ)99410000001008054620201209d2019 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierCaught in the act reflections on continuing professional development of mathematics teachers in a collaborative partnership /editors, Cyril Julie, Lorna Holtman, Charles R. SmithFirst edition.[Place of publication not identified] :Sun Press,2019.1 online resource (xvii, 198 pages)1-928480-36-5 Includes bibliographical references.a 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 revision5. 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 ledimataliMathematics teachersEducationMathematics teachersEducation.510.71Julie CyrilHoltman LornaSmith Charles R.MiAaPQMiAaPQMiAaPQ9910793831303321Caught in the act3688531UNINA