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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 00$aCaught in the act $ereflections on continuing professional development of mathematics teachers in a collaborative partnership /$feditors, Cyril Julie, Lorna Holtman, Charles R. Smith
205   $aFirst edition.
210  1$a[Place of publication not identified] :$cSun Press,$d2019.
215   $a1 online resource (xvii, 198 pages)
311 1 $a1-928480-36-5 
320   $aIncludes bibliographical references.
327   $aa 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
327   $a5. 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
606   $aMathematics teachers$xEducation
615  0$aMathematics teachers$xEducation.
676   $a510.71
702   $aJulie$b Cyril
702   $aHoltman$b Lorna
702   $aSmith$b Charles R.
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801  1$bMiAaPQ
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912   $a9910793831303321
996   $aCaught in the act$93688531
997   $aUNINA