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Editors contains: "Hodgen, J."

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  1. ; ; (, Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12))
    Hodgen, J.; Geraniou, E.; Bolondi, G.; & Ferretti, F. (Ed.)
    Stakeholders agree that the mathematical education of teachers needs to focus on mathematical knowledge for teaching, but the practice-based nature of this knowledge poses challenges for mathematics teacher educators — for understanding it, developing tasks that maintain its integrity in practice, and teaching it to teachers in ways that meaningfully support their learning to teach. We know little, however, about how mathematics teacher educators conceptualize the teaching that knowledge is to support. Our analysis reveals that thinking develops from a view of teaching as straightforward, where aspects can be treated in isolation, to a view of it as requiring focused attention while maintaining mutual regard for the whole. This difference has implications for how mathematics teacher educators understand specialized mathematical knowledge and for how to support their understanding and teaching of it. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; (, Twelfth Congress of the European Society for Research in Mathematics Education (CERME12))
    Hodgen J.; Geraniou E.; Bolondi G.; & Ferretti, F. (Ed.)
    This introduction for TWG19 offers a brief history of the group and describes past challenges the group has experienced when discussing papers — seeing papers as related and as contributing to a common effort. These challenges led us as TWG19 team leaders to develop three initiatives to support communication among researchers who work in different contexts with different purposes. The initiatives are presented and used to discuss the papers. We conclude with implications for the future. 
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    Accepted Manuscript Full Text Available