Author Biographies

Fran Arbaugh is an associate professor in the Department of Curriculum and Instruction in the College of Education at Pennsylvania State University. Her research interests include the design and implementation of teacher development programs (both preservice and in-service) and how and what teachers learn from these programs. Her work in mathematics teacher education is widely published for both research and practitioner audiences. She is currently the coprincipal investigator of the NSF- funded CORP (Cases of Reasoning and Proving in Secondary Mathematics) Project that is creating materials intended to develop teachers’ knowledge related to reasoning and proof and their ability to support students’ engagement in these mathematical practices. Dr. Arbaugh has been acknowledged for her work in mathematics teacher education through the receipt of a number of awards over the past decade, including being named a William T. Kemper Fellow for Teaching Excellence at the University of Missouri and being the Missouri Council of Teachers of Mathematics Post- Secondary Mathematics Teacher of the Year, both in 2007. She is currently an active member of the Pennsylvania Association of Teachers of Mathematics (PAMTE) and serves as the president of the Association of Mathematics Teacher Educators (AMTE). Deborah Loewenberg Ball is the William H. Payne Collegiate Professor in education at the University of Michigan and an Arthur F. Thurnau Professor. She currently serves as dean of the School of Education and as director of TeachingWorks. She is a fellow of the American Mathematical Society and of the American Educational Research Association and an elected member of the National Academy of Education. Ball also serves on the National Science Board, the Mathematical Sciences Research Institute, and is the chair of the Spencer Foundation board. Ball’s research focuses on the practice of mathematics instruction, the nature, role, and effects of mathematical knowledge for teaching, and on the improvement of teacher training and development. Ball taught elementary school for over 15 years and continues to teach mathematics to ﬁ fth grade students every summer in the Elementary Mathematics Laboratory. Ball earned her bachelor’s, master’s, and doctoral degrees at Michigan State University.

Y. Li et al. (eds.), Transforming Mathematics Instruction: Multiple Approaches 559 and Practices, Advances in Mathematics Education, DOI 10.1007/978-3-319-04993-9, © Springer International Publishing Switzerland 2014 560 Author Biographies

Hilda Borko is a professor of education at Stanford University. She received her BA in psychology, MA in philosophy education, and PhD in educational psychology, all from the University of California, Los Angeles. Dr. Borko’s research explores teacher cognition, the process of learning to teach, and the impact of teacher professional development programs on teachers and students. Her current research program includes a fi eld test of the Problem-Solving Cycle professional development program for mathematics teachers (with Jennifer Jacobs and Karen Koellner) and a study of the effectiveness of a PD program to improve discourse and inquiry in science classrooms (with Jonathan Osborne). She recently completed a project to develop a portfolio- based measure of assessment practices in science classrooms (with Brian Stecher and Felipe Martinez). Dr. Borko is a member of numerous professional organizations in education and psychology. She served as president of the American Educational Research Association (2003–2004) and is a member of the US National Academy of Education. She was chair of the National Academy of Education/Spencer Postdoctoral Fellowship Selection Committee and a member and chair of various committees for the American Educational Research Association, Association of Mathematics Teacher Educators, American Psychological Association, and National Academy of Education. Rita Borromeo Ferri got her master’s degree in primary education in 1999 from the University of Siegen and received both her PhD in Mathematics Education and her master’s degree in Secondary Mathematics from the University of Hamburg in 2004, where she also acquired her Habilitation in Mathematics Education in 2010. She worked as a teacher at primary and secondary schools in Germany and was a visiting professor of Mathematics Education at the University of Siegen in 2007 and at the University of Hamburg from 2007 to 2011. Since 2011 she is a professor of Mathematics Education (for secondary level) at the University of Kassel. She was vice-chair of ICTMA-14 (International Conference on the Teaching of Mathematical Modelling and Applications) in 2009 at the University of Hamburg. Her current research areas include applications and modeling in mathematics education, mathematical thinking styles, and higher mathematics education. Melissa D. Boston is an associate professor in the School of Education at Duquesne University (Pittsburgh, PA), where she teaches mathematics content and pedagogy courses for preservice secondary mathematics and elementary teachers. Melissa is the lead developer of the Instructional Quality Assessment (IQA) Mathematics Toolkit, which is a set of rubrics for analyzing mathematics teachers’ instructional practices via classroom observations and collections of students’ work. Melissa was awarded the Association of Teacher Educators’ 2008 Distinguished Dissertation Award for her dissertation research on teachers’ learning and instructional change following their participation in a professional development workshop. Melissa has published articles in Elementary School Journal, Journal for Research in Mathematics Education , Journal of Mathematics Teacher Education, ZDM: The International Journal on Mathematics Education, Educational Assessment, Mathematics Teaching in the Middle School, and NCTM Yearbooks, and she assisted in the publication of materials to be used in professional development settings, Author Biographies 561 entitled Improving Instruction in Mathematics: Using Cases to Transform Mathematics Teaching and Learning. Melissa has served on the NTCM “Student Explorations in Mathematics” committee (member, 2007–2008; cochair, 2009) and currently serves as the associate editor of the AMTE/NCTM online journal Mathematics Teacher Education . Justin Boyle is an assistant professor at the University of New Mexico in the College of Education within the Teacher Education Department specializing in mathematics teacher (prospective and in-service) learning and practice. He teaches instructional methods to preservice secondary mathematics teachers and follows their learning into the classroom during their student teaching. He is interested in how teacher learning experiences and knowledge impact their classroom practice and their students’ understanding of mathematics. His experience and interest in mathematics education began as an undergraduate teaching assistant almost 20 years ago. He served as a secondary mathematics teacher in Northern California for 6 years. While a graduate student, he worked on the NSF-funded Cases of Reasoning and Proving in Secondary Classrooms (CORP) Project, which aims to develop curriculum materials for teachers to learn, enact, and integrate reasoning-and-proving tasks throughout the secondary courses they teach. He was awarded a STaR (Service, Teaching, and Research) fellowship, which is designed to support promising new mathematics education faculty across the country. Neusa Branco has a bachelor’s degree in teaching of mathematics (2002) and master’s degree in mathematics education (2008) by the Faculty of Sciences of the University of Lisbon and a doctoral degree in mathematics education by the Institute of Education of the University of Lisbon (2013). She began her professional activity as a school mathematics teacher (during 5 years) and is currently Professor of the Higher School of Education of Santarém (Portugal). In the last years, she has been member of several research projects in mathematics education and directed master students in preservice teacher education. She co-coordinates an educational program of preservice elementary and kindergarten teachers. Her current main research interests are the teaching and learning of algebra and teacher education for the elementary years. David Clarke is professor in the Melbourne Graduate School of Education at the University of Melbourne and director of the International Center for Classroom Research (ICCR). Over the last 20 years, his research activity has centered on capturing the complexity of classroom practice through a program of international video-based classroom research. The ICCR provides the focus for collaborative activities among researchers from more than 20 countries. Professor Clarke has worked with school systems and teachers throughout Australia and in the USA, Canada, Sweden, Germany, the Netherlands, Italy, Korea, Singapore, China, Japan, Malaysia, and the Federated States of Micronesia. Research collaborations also include the Czech Republic, Finland, Israel, New Zealand, Norway, Portugal, South Africa, and the UK. Other signifi cant research by Professor Clarke has 562 Author Biographies addressed teacher professional learning, metacognition, problem-based learning, and assessment (particularly the use of open-ended tasks for assessment and instruction in mathematics). His current research activities involve multi-theoretic research designs, cross-cultural analyses, discourse in and about classrooms internationally, curricular alignment, and the challenge of research synthesis in education. João Pedro da Ponte has a bachelor’s degree in mathematics from the Faculty of Sciences of the University of Lisbon (1979), a doctoral degree in mathematics education by the University of Georgia (USA) (1984), and aggregation in education by the University of Lisbon (1995). He began his professional activity as a school mathematics teacher and is currently professor and director of the Institute of Education of the University of Lisbon. He has been a visiting professor in universities at Brazil, Spain, and the USA. He has coordinated several research projects in the areas of mathematics education, teacher education, and information and communication technologies (ICT) and directed a high number of master and doctoral students. He is (co)author of several books and articles in national and international journals and associate editor of the Journal of Mathematics Teacher Education. He coordinated a government report about preservice teacher education (2006) and a new mathematics curriculum for basic education (2007). Currently, his main research interests are the teaching and learning of algebra and statistics and the development of mathematics reasoning. Shelley Dole is an associate professor in the School of Education at the University of Queensland, where she coordinates Mathematics Curriculum Studies for prospective primary and middle school teachers in the preservice Bachelor of Education program. Over the 20 years she has been involved with education, she has taught in primary, secondary, and tertiary teaching institutions throughout Australia. Her research interests include mathematics curriculum change and innovation; learning diffi culties, misconceptions, and conceptual change associated with learning mathematics; and particularly rational number topics of ratio and percent and the development of proportional reasoning and multiplicative structures. She has lead two major Australian Research Council projects focusing on numeracy across the curriculum and the development of proportional reasoning, with teachers and schools in Queensland and South Australia. In 2009, she won a University of Queensland Award for Teaching Excellence and in 2010 was the recipient of an Australian Award for University Teaching. Ruhama Even is full professor at the Weizmann Institute of Science, the Rudy Bruner Chair of Science Teaching, and head of the Mathematics Group in the Department of Science Teaching. Her main research interests include education and professional development for math teachers and teacher educators, comparative analysis of textbooks, and the interactions among math curriculum, teachers, and classrooms. She is section editor of the Encyclopedia of Mathematics Education, has been member of the International Committee of PME, and cochair of ICMI Study 15 on the professional education and development of teachers of mathematics. Ruhama Even earned her PhD in Mathematics Education from Michigan State University in 1989. Author Biographies 563

Evan Fuller is an assistant professor at Montclair State University. He has a doctorate in Combinatorics from the University of California, San Diego, with a focus in mathematics education. He studies the strategies used by undergraduate mathematics majors to read and produce proofs, different dimensions of understanding gained by reading a proof, and conditions that aid these dimensions of understanding. He also investigates the effectiveness of professional development programs for mathematics teachers. Vince Geiger is an associate professor of education at Australian Catholic University in Queensland, Australia. He is the deputy director of Australian Catholic University’s Mathematics Teaching and Learning Research Centre and the deputy head of School for Research in the Faculty of Education, Queensland campus. Vince is a past president of the Australian Association of Mathematics Teachers and is an associate editor of the Mathematics Education Research Journal. He is actively involved in programs related to the professional learning of teachers. His research interests include teachers’ pedagogy associated with effective numeracy practice, the use of digital tools in enhancing mathematics teaching and learning, mathematical modeling as a vehicle for the effective teaching and learning of mathematics, the professional learning of primary and secondary teachers, and the development of tertiary mathematics educators as researchers. Merrilyn Goos is a professor of education at the University of Queensland, Australia, where she has worked for 20 years as a mathematics teacher educator and mathematics education researcher. For the last 5 years, she served as director of the university’s Teaching and Educational Development Institute, working with all fac- ulties and disciplines to improve the quality of teaching and learning in the university. Her work as a university teacher has been recognized through a national teaching excellence award and a national teaching fellowship aimed at building capacity for assessment leadership in university course coordinators. Her research interests include mathematics teacher education, the professional formation of mathematics teacher educators, numeracy education in school and nonschool contexts, school reform, and teaching and learning in higher education. She is currently president of the Mathematics Education Research Group of Australia and an associate editor of Educational Studies in Mathematics . Koeno P. E. Gravemeijer is professor emeritus in science and technology education at the Eindhoven University of Technology in the Netherlands. Earlier he was professor in mathematics education at Utrecht University (Utrecht, the Netherlands) and Vanderbilt University (Nashville, USA). His research interests concern curriculum development, instructional design, domain-specific instruction theories (in particular the theory for realistic mathematics education, RME), teacher professional development, the use of computer tools, and students’ use of symbols and modeling. In relation to the latter, he developed the so-called “emergent modeling” design heuristic. Next to his research activities, he also has been involved in instructional design. He has been the leading author of an RME textbook series for Dutch primary schools, and he was involved in the development of the 564 Author Biographies textbook series for the American Middle School, “Mathematics in Contexts”—a collaborative project of the Dutch Freudenthal Institute and the University of Wisconsin-Madison. Guershon Harel research interest is cognition and epistemology of mathematics and their application in mathematics curricula and the education of mathematics teachers. His research focus has been on the conceptualization of proof, the learning and teaching and linear algebra, and the development of quantitative reasoning. His DNR-based instruction framework has evolved from these lines of research. He is the author/coauthor of over 100 research papers and has edited two books. He has been funded by NSF, US Department of Education, and California Department of Education to conduct research and teacher professional development projects on these subjects. Mark Hoover is a research scientist in the School of Education at the University of Michigan. His research investigates the practice of teaching mathematics and the improvement of practice, focusing on the work entailed in teaching, the mathematical demands of that work, and ways in which these contribute to learning to teach. He is interested speciﬁ cally in equitable teaching practice, measures of teacher knowledge and practice, and designs for collective work on teaching. He developed and directs the Secondary Mathematics Laboratory with Bob Moses and the Algebra Project and coleads research projects on mathematical knowledge for teaching with Deborah Ball and Hyman Bass. Hoover earned a BS in mathematics at Alfred University, master’s degrees at the University of North Carolina in statistics and sociocultural anthropology, and two PhDs, one in computer science at the University of New Mexico and the second in education at the University of Michigan. Rongjin Huang is an associate professor of mathematics education at the Middle Tennessee State University. He is one of the Chinese team leaders for the Learner’s Perspective Study. His research interests include mathematics classroom research, mathematics teacher education, and comparative mathematics education. He has conducted several research projects and published scholarly works extensively. He is a coeditor of three Chinese books and three English books, including How Chinese Teach Mathematics and Improve Teaching (2013, Routledge) . He is a guest editor of ZDM: The International Journal on Mathematics Education. He has been actively involved in organization of activities at various national and international conferences such as AERA, NCTM, and ICME. Jennifer Jacobs is a research faculty associate in the Institute of Cognitive Science at the University of Colorado at Boulder. Her areas of specialization are teaching practices and beliefs and mathematics professional development. She received her PhD from UCLA in 1999. Barbara Jaworski is professor of mathematics education in the Mathematics Education Centre at Loughborough University and Doctor Honoris Causa at the University of Agder, Norway. She was formerly professor of mathematics education at the University of Agder and before that a reader at the University of Oxford. Author Biographies 565

She has a career that spans mathematics teaching at secondary level and fi rst year university level, teacher education at secondary level, and teaching and supervision of doctoral students. Her research has been mainly into the development of mathematics teaching through research and through partnerships between teachers and teacher educators or didacticians. She was for 6 years editor in chief of the Journal of Mathematics Teacher Education and for 4 years president of ERME, the European Society for Research in Mathematics Education. Her research currently is into the development of mathematics teaching at the university level. Tyrone John who obtained his MSE from Fordham University in 2008, is a doctoral student in Urban Education at the City University of New York. He is also a high school mathematics teacher at Queens Gateway to Health Sciences Secondary School. His research focuses on mathematics professional development, teacher learning, and students’ mathematical thinking. He received his MSE from Fordham University in 2008. Gabriele Kaiser holds a master’s degree as a teacher of mathematics and humanities for lower and upper secondary level, completed at the University of Kassel in 1978 with the fi rst state degree. After having worked at school and completing the second state degree, she worked as a scientifi c assistant at the Department of Mathematics at the University of Kassel, where she received her doctorate in mathematics education in 1986 with a study on applications and modeling. Based on a grant for postdoctoral research by the German Research Society (DFG), she undertook her postdoctoral study in pedagogy on international comparative studies at the University of Kassel, which she completed in 1997. Since 1998, she is full professor for mathematics education at the University of Hamburg. In 2010 she took up the position as vice dean of the Faculty of Education, Psychology, and Human Movement. Since 2005 she serves as editor in chief of ZDM: The International Journal on Mathematics Education published by Springer. She is convenor of the 13th International Congress on Mathematics Education (ICME-13), which will take place in 2016 at the University of Hamburg. Her areas of research include modeling and applications in school, international comparative studies, gender and lingual-cultural aspects in mathematics education, and empirical research on teacher education. Carolyn D. King is an assistant professor of mathematics at Queensborough Community College, City University of New York. Her research focuses on mathematics education and the underrepresentation of minorities in STEM. She received her PhD from City University of New York in 2013. Karen Koellner is an associate professor of mathematics education at the Hunter College, City University of New York. Her research focuses on mathematics teacher learning, teacher leader learning, and students’ mathematical thinking. She received her PhD from Arizona State University in 1998. Elaine Lande is a doctoral candidate in mathematics education at the School of Education of the University of Michigan. She uses systemic functional linguistics to 566 Author Biographies investigate instructional decisions and their relation to professional obligations in community college mathematics. Ms. Lande has been an instructor at Henry Ford Community College, Washtenaw Community College, Madonna University, and Wayne State University. She holds an MS in mathematics from Wayne State University, a BS in mathematics from Madonna University, and an AS in liberal arts from Henry Ford Community College. Roza Leikin is a professor of the Department of Mathematics Education, the head of the Graduate Program in the Education of Gifted at the Faculty of Education, and the head of the Interdisciplinary RANGE Center (Research and Advancement of Giftedness and Excellence) in the University of Haifa. She is the president of the International Group for Mathematical Creativity and Giftedness ( http://igmcg.org ). Dr. Leikin is the head of the National Advisory Committee in Mathematics Education of the Israel Ministry of Education. Her areas of expertise include mathematics teacher knowledge and education, mathematics challenges in education, mathematical creativity, giftedness, and the relationships between them. Lately her research is focusing on multidimensional examination of mathematical giftedness including neurocognitive examination of mathematical abilities. Multiple Solution Tasks in mathematics are one of the central issues in her research and design activities. Dr. Leikin published more than 100 research papers in edited journals, books, and conference proceedings. She coedited several books and special journal issues in the fi elds of mathematics teacher educations and mathematical creativity and giftedness. J u n L i is an associate professor in the Department of Mathematics of the East China Normal University. She has special interest in studying students’ understanding of mathematics, especially in the fi eld of statistics and probability. She is also interested in some other topics, such as curriculum study, teacher training, using technology in classrooms, and culture’s infl uence on mathematics education. She is a member of the writing group of the Standards of Mathematics Curriculum for Senior High Schools issued by the Ministry of Education of China in 2003. She is also one of the authors of a mathematics textbook being used in junior high schools in China. Qiong Li is an associate professor in the Teacher Education Research Center, Beijing Normal University in China. Her research focuses on teacher cognition and development. In recent years, her research projects have focused on curriculum reform in mathematics and its impact on classroom teaching and learning and how to promote teacher professional development. She received her PhD from the Chinese University of Hong Kong in educational psychology. Shiqi Li is a professor of mathematics education at the East China Normal University. He is also the deputy director of Institute of Mathematics Education at ECNU. His main research interests include mathematics learning, instruction, and teacher education, and he has published many papers and books in these areas. Professor Li plays active roles in national and international academic communities, such as being the former president of Mathematics Education Research Association Author Biographies 567 of China; IPC member of ICME 12, ICMI Study 15, and EARCOME 2, 3, 4, and 5; and member of the editorial board of several national and international mathematics education journals. He was invited as a speaker at many local and international academic exchanges, including ICME regular lecture, plenary panel, EARCOMEs, symposiums, and seminars in many countries including Japan, Korea, the UK, Australia, the USA, Spain, Singapore, and Germany. Xiaoqing Li obtained her PhD degree from the Chinese University of Hong Kong, specializing in educational psychology. Her thesis title is “Quality of instructional explanation and its relation to student learning in primary mathematics.” She is currently working as an assistant professor in the Psychology Department of Shenzhen University in China. Her research interests include classroom processes, curriculum and instruction, mathematics education, educational assessment, and teacher education. Yeping Li is a professor of mathematics education, holder of the Claude H. Everett, Jr. Endowed Chair in Education, and head of the Department of Teaching, Learning and Culture at Texas A&M University. His research interests focus on issues related to mathematics curriculum and teacher education in various education systems and understanding how factors related to mathematics curriculum and teachers may come together to shape effective classroom instruction. He is the founding editor-in- chief of the International Journal of STEM Education published by Springer and also the editor of a monograph series Mathematics Teaching and Learning published by Sense Publishers. In addition to coediting over 10 books and special journal issues, he has published more than 100 articles that focus on three related topic areas of study (i.e., mathematics curriculum and textbook studies, teachers and teacher education, and classroom instruction). He has also organized and chaired many group sessions at various national and international professional conferences, such as ICME-10 in 2004, ICME-11 in 2008, and ICME-12 in 2012. He received his PhD in Cognitive Studies in Education from the University of Pittsburgh, USA. Peter Liljedahl is an associate professor of mathematics education in the Faculty of Education at Simon Fraser University in Vancouver, Canada. Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of pertaining to the improvement of teaching and learning. Charmaine Mangram is a doctoral candidate in the Curriculum and Teacher Education program at Stanford’s Graduate School of Education. She studies mathematics teacher professional development for in-service secondary mathematics teachers and parental practices involving mathematics. Her doctoral work explores how parents understand school mathematics curricular changes and how their understanding impacts their parental practices around homework. Charmaine works with Dr. Hilda Borko as a research assistant on the research project, Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle (iPSC). Prior 568 Author Biographies to enrolling in Stanford, she served as a mathematics instructional coach for Los Angeles Unifi ed School District with the goal of helping teachers incorporate conceptually focused mathematics lessons into their daily practice. Before becom- ing a coach, Charmaine taught high school mathematics in public schools in Los Angeles, CA, and Mercedes, TX. She left the classroom to pursue her passion to empower parents to be partners in their children’s mathematics education by founding the nonprofi t Parents’ Academic Support Network with several college friends and teaching colleagues. Vilma Mesa is an assistant professor of education at the University of Michigan. She investigates the role that resources play in developing teaching expertise in undergraduate mathematics, specifi cally at community colleges and in inquiry- based learning classrooms. She has conducted several analyses of textbooks and evaluation projects on the impact of innovative mathematics teaching practices for students in science, technology, engineering, and mathematics. She has a BS in computer sciences and a BS in mathematics from the University of Los Andes in Bogotá, Colombia, and a master’s degree and a PhD in mathematics education from the University of Georgia. Célia Mestre is a PhD candidate in mathematics education at the University of Lisbon, Portugal, and has a master’s degree from the same university. She has 15 years of experience as an elementary school teacher and taught one of the primary classes where the new Portuguese mathematics curriculum was fi rst experimented. She has experience as teacher educator in in-service courses in mathematics education for elementary teachers. Her research interests center on students’ algebraic thinking, particularly on the developing of generalization and symbolization processes by elementary school students. Yu-Jing Ni is a professor of educational psychology at the Chinese University of Hong Kong. Her research areas include cognitive development, numerical cognition, mathematics education, classroom processes, educational assessment, and evaluation. She served as an editor for the volume “Educational Evaluation” of International Encyclopedia of Education , 3rd edition (2010, Elsevier, UK), and a guest editor for the special issue “Curricular effect on the teaching and learning of mathematics: Findings from two longitudinal studies from the USA and China” for International Journal of Educational Research (Vol. 50(2), 2011). She obtained her PhD degree from University of California at Los Angeles. Hélia Oliveira is an assistant professor of mathematics education at the Institute of Education of the University of Lisbon, Portugal. She received her PhD from the same university in 2004, with a study on beginning mathematics teachers’ identity. She teaches a range of courses in mathematics education both for preservice and in-service mathematics teachers. Her research interests have centered in recent years on student’s learning of algebra and numbers as well as on the development of mathematics teacher’s knowledge and practices. Presently, she is coordinating a national research project in statistical literacy and producing multimedia resources for teacher education and doing research associated with their use. Author Biographies 569

Norma Presmeg is professor emerita in Mathematics Department at Illinois State University. She has done research on visualization in the teaching and learning of mathematics since she completed her PhD research on this topic at Cambridge University in 1985. Other research interests include the role of culture in mathematics education, the use of metaphor and metonymy in mathematical thinking, and semiotic theoretical frameworks for research on mathematics teaching and learning at all levels, but particularly in high schools and at college. She is the editor in chief of Educational Studies in Mathematics. Marisa Quaresma has a bachelor’s degree in the teaching of mathematics and natural sciences (2005) by the Higher School of Education of Setúbal (Portugal) and master’s degree in mathematics education (2010) by the Institute of Education of the University of Lisbon. Currently, she is a doctoral candidate in mathematics education at this institute and a mathematics and science teacher at 5th and 6th grades. In the last years, she has been member of several research projects in mathematics education and also a teacher educator for in-service elementary school teachers. She is (co)author of several book chapters and articles in national and international journals and congress research reports. Her current main research interests are the teaching and learning of rational numbers and the development of mathematics reasoning. Nanette Seago project director at WestEd, conducts research and designs professional development materials that prepare middle and high school mathematics teachers to more effectively teach challenging mathematical concepts. Currently, as project director for WestEd’s Science, Technology, Engineering, and Mathematics Program, she serves as principal investigator for a National Science Foundation project focused on the research and design of videocase materials for middle school teachers—Learning and Teaching Geometry—to be published by WestEd. She is co-PI of an Institute of Education Sciences project focused on researching the effi cacy of videocase-based mathematics professional development materials, Linear Functions for Teaching—An Effi cacy Study of Learning and Teaching Linear Functions. Since 2003, she has published two books, two manuals, six peer-reviewed scientifi c journal articles, and four peer-reviewed chapters in international educational research books. She is primary author of Learning and Teaching Linear Functions, video-based resources designed to better equip teachers to prepare and implement lessons that will help students develop conceptual understanding of linear functions. Additionally, she is coauthor of Examining Mathematics Practice through Classroom Artifacts , a book that helps teachers learn how to use classroom artifacts to assess students’ thinking and understanding of mathematical content. Edward A. Silver is the William A. Brownell Collegiate Professor of Education and professor of mathematics at the University of Michigan. His main teaching and advising responsibilities involve doctoral students in mathematics education. His scholarly interests include the study of mathematical thinking, especially mathematical problem solving and problem posing; the design and analysis of intel- lectually engaging and equitable mathematics instruction for students; innovative 570 Author Biographies methods of assessing and reporting mathematics achievement; and effective models for enhancing the knowledge of teachers of mathematics. He has directed or codi- rected a number of projects in mathematics education, including the NSF-supported UPDATE project that had a pivotal role in the work reported in this book chapter. He has served as editor of the Journal for Research in Mathematics Education and as coeditor of The Elementary School Journal. Margaret S. Smith is a professor in the Department of Instruction and Learning in the School of Education and a senior scientist at the Learning Research and Development Center, both at the University of Pittsburgh. She works with preservice secondary mathematics teachers at the University of Pittsburgh, with doctoral students in mathematics education and with practicing teachers and teacher leaders locally and nationally. Over the past 20+ years, she has been developing research-based materials for use in the professional development of mathematics teachers and studying what teachers learn from the professional development in which they engage. She is currently the coprincipal investigator of the NSF-funded CORP (Cases of Reasoning and Proving in Secondary Mathematics) Project that is creating materials intended to develop teachers’ knowledge related to reasoning and proof and their ability to support students’ engagement in these mathematical practices. She was a member of the Board of Directors of the National Council of Teachers of Mathematics (2006–2009). In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from the Association of Mathematics Teacher Educators (AMTE). She is currently the editor of Mathematics Teacher Educator, a new journal copub- lished by NCTM and AMTE. Osvaldo D. Soto is both a practicing high school teacher and a senior program associate for the math for America San Diego’s (MfA SD’s) Master Teaching Fellowship program. Along with Dr. Guershon Harel, Dr. Soto is responsible for overseeing the professional development of the teaching fellows on-site. Dr. Soto is currently a mathematics teacher at Patrick Henry High School where his classroom serves as a setting for fellows to see Dr. Harel’s DNR-based instruction in practice. He recently completed his PhD in Mathematics and Science Education with Dr. Harel from a joint program between the University of California, San Diego, and San Diego State University. He also earned an MA degree in mathematics in 2004 from San Diego State. While actively teaching in a high school setting and mentoring teachers in multiple school districts, Dr. Soto continues to conduct research and present fi ndings in mathematics education, including the development of curricular materials and sharing of pedagogical methods for interns, new MfA SD fellows, and master teaching fellows. Dr. Soto’s research interests include teacher change in the context of proof- centered professional development. His specifi c interest lies in investigating the connection between teachers’ mathematical content knowledge and its infl uence on their teaching practice. Author Biographies 571

Michael D. Steele is an associate professor in the Department of Curriculum and Instruction in the School of Education at the University of Wisconsin-Milwaukee. He has worked with preservice secondary mathematics teachers at University of Wisconsin-Milwaukee and Michigan State University, with mathematics education doctoral students at Michigan State University and with practicing teachers and administrators across the Midwest. He is a member of the Professional Development Committee of the Association of Mathematics Teacher Educators and a regular presenter at the National Council of Teachers of Mathematics Research Conference and served on the editorial board of Review of Educational Research. Dr. Steele’s work focuses on supporting secondary mathematics teachers in developing mathematical knowledge for teaching, integrating content and pedagogy, through teacher preparation and professional development. He is the coprincipal investigator of the NSF-funded Mathematics Discourse in Secondary Classrooms (MDISC) project that is creating practice-based professional development materials to support teachers in learning productive and powerful discourse practices to support students’ engagement in rich thinking and reasoning. He also studies the infl uence of curriculum as co-PI of the Mathematical Practices Implementation (MPI) study and Algebra I policy as co-PI of the Learning About New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE) project. Michelle Stephan earned her EdD in Mathematics Education from the Peabody College of Vanderbilt University in 1998. She currently is an assistant professor at the University of North Carolina at Charlotte. Since earning her doctorate, Dr. Stephan has been interested in teaching and learning mathematics in inquiry environments. Her research focuses on analyzing students’ learning in social context as the teacher enacted instructional sequences created with the realistic mathematics education (RME) design program. She worked with Paul Cobb, Erna Yackel, and Koeno Gravemeijer to create and enact instruction in the fi rst-, third-, and middle- grade mathematics classrooms. During her time at Purdue University Calumet, she worked with colleagues to create and implement RME sequences in geometry, algebra, and differential equations at the undergraduate level. More recently, she worked full time as a middle school teacher for 7 years. During that time, she worked with fellow teachers to design RME sequences for 7th and 8th grades. As a consequence of her intimate work with teachers, Dr. Stephan has become interested in creating professional learning environments in which teachers can work collaboratively to form a guided reinvention approach to teaching. Gabriel Stylianides is a University of Oxford lecturer of mathematics education and a fellow of Worcester College. His research focuses on issues related to students’ meaningful engagement in fundamental mathematical activities—notably reasoning and proving and algebraic thinking—at all levels of education including teacher education. In pursuing these research interests, he also addressed issues of curriculum, task design, instructional intervention, and technology. He has over 60 publications in refereed journals or refereed conference proceedings, and he 572 Author Biographies received the 2011 AERA SIG/RME Early Career Publication Award . His research projects have been supported by the US National Science Foundation, the US Institute of Education Sciences, and the Spencer Foundation. He was recently a guest coeditor of a special issue on classroom-based interventions published in ZDM: The International Journal on Mathematics Education , and he is currently a guest editor of a special issue on reasoning and proving to appear in the International Journal of Educational Research . He is an editorial board member of the International Journal of Educational Research and the Elementary School Journal. He co-organized topic study groups at the 11th International Congress on Mathematical Education, the 2nd International GeoGebra Conference, and the 8th Congress of the European Society for Research in Mathematics Education. Heejoo Suh is a graduate student in the Curriculum, Instruction, and Teacher Education program in the College of Education at Michigan State University. Her interests include teacher education and professional development, epistemologies of mathematics, empowering all students in a mathematics classroom, and roles of (multiple) language and discourse in teaching and learning mathematics. She has been teaching Korean language, culture, and history to Korean-American students at Sunday Korean language schools. She received her bachelor’s degree in mathematics with 7–12 teacher certifi cate from Ewha Womans University in South Korea and a master’s degree in mathematics education from the University of Michigan. While at the University of Michigan, she was a research assistant on the UPDATE project, and she has continued to remain involved in the project. Peter Sullivan is a professor of science, mathematics, and technology at Monash University, Australia. His main professional achievements are in the fi eld of research. His recent research includes four ARC-funded projects. He is an author of the popular teacher resource Good questions for math teaching . He was chief editor of the Journal of Mathematics Teacher Education, is immediate past president of the Australian Association of Mathematics Teachers, was the author of the shape paper that outlined the principles for the development of the Australian Curriculum in Mathematics, and was the author of the 2011 Australian Education Review on research informed strategies for teaching mathematics. Diana Underwood-Gregg earned her PhD in Mathematics Education from Purdue University in 1994. She is currently an associate professor of mathematics education at Purdue University Calumet, Indiana. She was strongly infl uenced by the early work on social and socio-mathematical norms by Paul Cobb and Erna Yackel. As a graduate student, she was introduced the instructional design theory of realistic mathematics education. This provided her with a framework for designing several instructional sequences for addressing beginning algebra concepts. She is currently working on developing a minor program in elementary school mathematics that would acculturate undergraduates in elementary education into the practices of a guided reinvention teacher. She also works closely with K-4th grade teachers in their classrooms as they begin to rethink their current practices for teaching mathematics. Author Biographies 573

Katrin Vorhölter got her master’s degree as a teacher of mathematics and German language for lower and upper secondary level in 2005 from the University of Hamburg. She did her PhD in 2009 as a scholarship holder of the Graduate Research Group on Educational Experience and Learner Development, funded by the German Research Society, with a study about the infl uence of modeling tasks on students’ individual sensemaking. Afterward she worked as a teacher at a Hamburger secondary school. Since 2011 she teaches at the University of Hamburg in the working group of didactics of mathematics future mathematics teachers. Her current research areas include applications and modeling in mathematics education, students’ individual sensemaking, and metacognition. Tad Watanabe is a professor of mathematics education at Kennesaw State University, Kennesaw, Georgia, USA. His research interests include prospective elementary school teachers’ development of mathematical knowledge for teaching elementary school mathematics and mathematics education practices in Japan. He has examined and published articles on Japanese elementary school mathematics textbooks’ treatment of multiplication, fractions, and percent, as well as their use of visual representa- tions. He was a member of the project that translated a recent edition of Japanese elementary (Gr. 1–6) and lower secondary (Gr. 7–9) mathematics textbooks. Tad received his MS degree in mathematics from Purdue University and PhD in mathematics education from Florida State University. Erna Yackel earned her PhD in mathematics education from Purdue University in 1984. She is professor emerita of mathematics education at Purdue University Calumet. Her work has been strongly infl uenced by her early involvement in classroom-based research with Paul Cobb and Terry Wood and later with Koeno Gravemeijer. Her understanding of the need to account for sociological as well as psychological aspects of students’ learning in the classroom emerged in her early work with Cobb and Wood and in their collaboration with Heinrich Bauersfeld and colleagues. This work resulted in the development of the emergent perspective on mathematical learning. Later, their work with Koeno Gravemeijer introduced her to realistic mathematics education (RME) as providing a sound, theoretical basis for instructional design. Since retiring several years ago, Yackel has devoted her efforts to providing professional support to elementary school teachers, primarily in urban settings in Northwest Indiana that serve highly diverse student populations, as they develop an inquiry form of instructional practice in mathematics. This work refl ects and remains grounded in her interests in social and sociomathematical norms, classroom discourse, mathematical argumentation, and RME instructional design theory. Yudong Yang is currently associate professor and deputy director of the Center for Teachers’ Development in Shanghai Academy of Educational Sciences and has been deputy secretariat of Shanghai Committee of School Mathematics Teaching since 2008. His major research interests include mathematical teacher education, especially in- service teacher’s professional learning in school-based teaching environment, and he is also a founded member of the WALS (World Association of Lesson Study). In recent research project sponsored by the Ministry of Education 574 Author Biographies of China, he focused on the effectiveness of mathematical problem contexts. As an IPC member of ICMI Study 22, he is doing a study on task design with some international scholars led by Anne Watson from Oxford University. Orit Zaslavsky received her BSc in mathematics and statistics from the Hebrew University of Jerusalem (1972) and her MSc (1980) and PhD (1987) in mathematics education from the Technion, Haifa (Israel Institute of Technology), to where she returned as a faculty member after a 2-year postdoctorate fellowship at LRDC, within the University of Pittsburgh. Since 2009 she is a professor of mathematics education at New York University (NYU). Zaslavsky’s research focuses on mathematics teacher education. She was among the fi rst scholars to study the development of mathematics teacher educators, from both theoretical and practical perspectives. She has investigated the nature of productive mathematics-related tasks and instructional examples in promoting mathematical thinking. Another focus of Zaslavsky’s work is on mathematical proof and proving and on ways to facilitate the need for proof and to make proof more accessible to students. An overarching theme in her research is the role of examples – in proving, learning, and teaching. Zaslavsky’s contributions include a special coedited triple issue of JMTE “The Role and Nature of Mathematics-Related Tasks for Teacher Education” and a coedited book Constructing Knowledge for Teaching Secondary Mathematics: Tasks to Enhance Prospective and Practicing Teacher Learning (Springer). She also served as an associate editor of JMTE (2009–2011). Dehui Zhou attained her PhD degree with honors in cognitive psychology from the University of Duisburg-Essen, Germany. After graduation, she worked as postdoctoral fellow fi rst at the Educational Psychology Department of the Chinese University of Hong Kong and then at the Social Work Department of Hong Kong Baptist University. This demanding research work has broadened her research horizon in mathematics education, metaphoric conceptualization of marriage, and mental health. Currently, she is working at the Counseling and Psychology Department of Hong Kong Shue Yan University as assistant professor. Her academic interests include metaphor cognition, metaphor application in counseling practice, and individualized educational plan for preschool children with special educational needs (SEN). Iris Zodik received her BSc (1992) in mathematics and computer science education and her MSc (cum laude, 2004) and PhD (2008) in mathematics education from the Technion, Haifa (Israel Institute of Technology). Her doctoral study yielded a conceptual framework that accounts for teachers’ choice and the use of mathematical examples as part of their craft knowledge. Her research and development interests include facilitating school-based educational changes and implementation of innovative programs in educational systems, design principles of technology-enhanced learning environments, exemplifi cation in mathematics education from both teachers’ and students’ perspectives, and teaching and learning in informal settings. Iris has served as codirector and coinvestigator (with Orit Zaslavsky) on two large-scale research and development projects in mathematics education at the Author Biographies 575

Technion: (1) an outreach program for promoting excellence and fostering the mathematical potential of high-achieving students and (2) curriculum design, development, and experimentation of learning and teaching material in secondary mathematics that include mathematics textbooks, teacher guides, and a book for secondary mathematics teachers on mathematical and pedagogical aspects of teaching calculus. In addition, Iris holds the position of lecturer at the Technion, where she teaches undergraduate courses for prospective teachers. Author Index

A Blanton, M. , 114, 179, 415 Aebli, H. , 32 Blomhøj, M. , 26–28 Akkerman, S. , 158 Blum, W. , 23–25, 28, 31, 32 Akyuz, D. , 38, 40, 42, 43, 158 Blume, G.W. , 285 Anderson, J.R. , 219 Boaler, J. , 149, 232, 504 Anderson, L.W. , 378, 478 Borko, H. , 5, 249, 259–279, 289, 337, 339, Artigue, M. , 439, 455 403, 505, 521, 555 Autor, D. , 155 Borromeo Ferri, R. , 21–33 Ayalon, M. , 461, 466, 468, 469 Boston, M. , 501–521, 552 Boyle, B. , 311–331, 338 Branco, N. , 18, 103–124, 553 B Bransford, J.D. , 149, 291 Bakhtin, M.M. , 477 Brendefur, J. , 106 Ball, D.L. , 5, 48, 224, 226, 232, 249, 260, 285, Britt, M.S. , 174, 179 312, 337, 338, 526, 549–557 Brophy, J. , 260 Banilower, E.R , 337, 338 Broudy, H.S. , 314 Bao, J. , 232, 249 Brousseau, G. , 160 Barbeau, E. , 62, 77 Brown, A. , 544 Barker, L. , 261 Brown, C.A. , 285, 289 Barnes, C.P. , 478, 487 Brown, M. , 440 Barnett, C. , 314 Brown, M.W. , 215 Bass, R. , 477 Brown, S. , 289, 440 Bassey, M. , 443 Bruin-Muurling, G. , 165 Baxter, J.A. , 223, 225 Bruner, J. , 105 Behr, M. , 122, 316 Bell, A. , 313 Bell, C.J. , 316 C Bereiter, C. , 164 Cai, J. , 193, 218, 248 Berends, M. , 390 Campbell, P.F. , 46 Bergmann, J. , 3 Carpenter, T.P. , 3, 149, 239, 315, 321 Beutel, M. , 32 Carraher, D.W. , 179 Bieda, K. , 313 Cengiz, N. , 107 Bills, L. , 526, 527 Charles, R. , 62 Binkley, M. , 156 Chazan, D. , 313, 318, 460 Bishop, A. , 106 Chen, X. , 233, 236, 237, 244–247, 249 Blank, R.K. , 338 Christiansen, B. , 104

Y. Li et al. (eds.), Transforming Mathematics Instruction: Multiple Approaches 577 and Practices, Advances in Mathematics Education, DOI 10.1007/978-3-319-04993-9, © Springer International Publishing Switzerland 2014 578 Author Index

Clare, L. , 503, 505, 510 F Clarke, D. , 2, 5, 15–19, 129 Fan, L.-H. , 176, 356, 396 Clements, D. , 163 Farmer, J.D. , 351 Clements, L. , 316 Fennema, E. , 149, 477 Cobb, P. , 38, 41–43, 129, 131, 134, 135, 146, Fernandez, C. , 3, 7, 285 160–162, 164, 168, 182, 222, 232, 462, Fosnot, C.T. , 168, 274 477, 502, 504 Franke, M.L. , 286, 351, 352, 502 Cochran Smith, M. , 444 Frederick, P.J. , 477 Cohen, D. , 86, 260, 284, 285, 312, 477 Freudenthal, H. , 16, 23, 29, 33, 39, 156, Cohen, E.G. , 550, 551, 554 157, 159 Confrey, J. , 163 Friedman, T.L. , 155 Conner, A., 544 Frykholm, J.A. , 106, 289 Coppin, C.A. , 478 Fujii, T. , 185 Costa, A.L. , 46, 51 Fullan, M. , 154, 167, 168 Crespo, S. , 286, 287 Furinghetti, F. , 313 Creswell, J.W. , 132 Crockett, M.D. , 287 Cuban, L. , 159 G Cueto, S. , 464 Galbraith, P. , 26 Gallimore, R. , 336 García, F.J. , 29 D Gearhart, M. , 286 Da Ponte, J.P. , 4, 6, 18, 64, 103–124, 553 Geiger, V. , 17, 81–101, 555 Dancy, M.H. , 477 Gibson, J.J. , 454 Daro, P. , 163 Givvin, K.B. , 278 Davidson, N. , 128 Goldin, G.A. , 60, 77 Davis, B. , 48, 287 Goos, M. , 4, 6, 17, 81–101, 555 Davydov, V.V. , 62 Gravemeijer, K. , 5, 39, 40, 149, 150, 153–169, de Villiers, M. , 63 182, 555, 556 Desimone, L.M. , 338 Grossman, P. , 66, 232, 551, 554, 555 DeVries, D. , 137 Grubb, N.W. , 496 Dewey, J. , 159, 167 Grünewald, S. , 27 Doerr, H.M. , 33, 287 Gu, L.-Y. , 248, 361, 392 Dörﬂ er, W. , 179 Guan, Q. , 226 Dossey, J.A. , 357 Gueudet, G. , 441, 449, 450 Dowd, A. , 476 Doyle, W. , 218–220, 440, 478 Dubinsky, E. , 544 H Dweck, C.S. , 128 Haines, C.R. , 26 Hamm, J. , 223, 226 Hammond, J. , 31 E Han, X. , 227, 228, 232 Eisenhart, M.A. , 131 Hanna, G. , 313 Eisenmann, T. , 461, 466, 467 Harel, G. , 315, 410, 413–436, 469, 470, 529 Elia, I. , 69 Harrington, H. , 314 Elliott, J. , 445 Hatano, G. , 128 Elliott, R. , 262 Hatch, T. , 232 Ellis, A.B. , 179 Hattie, J. , 32 Engle, R.A. , 226 Hawkes, T. , 439, 440, 455 Ericsson, K.A. , 248 Haylock, D.W. , 61 Esmonde, I. , 129 Hazzan, O. , 528, 530 Even, R. , 3, 4, 6, 8, 285, 314, 384, Healy, L. , 313, 415 459–472 Heck, D.J. , 175, 337 Author Index 579

Heid, M.K. , 290 Kilpatrick, J. , 147, 291, 409 Henningsen, M. , 222, 225, 503 Knuth, E.J. , 313, 316, 319, 330 Herbel-Eisenmann, B.A. , 321, 460 Koellner, K. , 272, 273, 335–352, 552, Herbert, K. , 114 560, 565 Hernandez-Martinez, P. , 440, 451 Kotelawala, U. , 313 Heuvel-Panhuizen, M. , 157 Kotsopoulos, D. , 129 Hiebert, J. , 2, 9, 149, 168, 200, 202, 213, 214, Kowal, J. , 47 219–221, 223, 232, 249, 315, 321, 336, Kraemer, J.-M. , 165 338, 351, 391, 392, 440, 443, 444, 462, Krainer, K. , 233 504, 520, 551 Krebs, A.S. , 287 Hill, H.C. , 86, 273, 337, 338, 341 Kulm, G. , 176 Hillen, A.F. , 314 Hirsch, C.R. , 176 Hoek, D. , 168 L Hoetker, J. , 336 Labinowics, E. , 164 Holland, D. , 452 Lakatos, I. , 61, 313, 318 Houston, K. , 26 Lampert, M. , 107, 284, 416, 551, 554 Howe, R. , 312 Lannin, J.K. , 299, 313 Hoyles, C. , 166, 313, 415 Lappan, G. , 3, 4, 462 Huang, R. , 2, 3, 6, 7, 150, 231–250, 384, 392, Lave, J. , 444 396, 552, 555 Lehrer, R. , 239, 315, 321, 416 Hufferd-Ackles, K. , 504 Leikin, R. , 4, 6, 17, 59–78, 279, 556, 566 Huffman, D. , 338 Leinhardt, G. , 403, 526 Hughes, E.K. , 288, 314 Leiß, D. , 32 Leont’ev, A.N. , 441, 451–453 Leontiev, L. , 62 I Lesh, R. , 33, 316 Ingvarson, L. , 338 Leung, F.K.S. , 3, 4, 233 Inoue, N. , 43, 44 Levav-Waynberg, A. , 61, 69, 70 Levy, F. , 155 Lewis, C. , 232, 249, 285 J Li, J. , 7, 383–405, 566 Jablonka, E. , 17, 85 Li, Q. , 6, 217–228, 566 Jackson, P. , 133, 168, 551 Li, S. , 1–10, 248, 356, 396, 566 Jacob, B. , 274 Li, Y. , 1–10, 231–250, 383–404, 567 Jacobs, J. , 232, 259–279, 335–352, 552, 555 Liljedahl, P. , 4, 18, 127–143, 552, 556, 567 Jagacinski, C.M. , 161 Lin, F.L. , 65 Jansen, A. , 128, 287 Lin, R.F. , 378 Janssen, J. , 157 Link, F. , 32 Jaworski, B. , 439–456, 555 Little, J.W. , 260, 284, 285, 287, 289, 337 Johnson, D.W. , 477 Liu, J. , 404 Lloyd, G.M. , 175, 180, 194, 460 Lobato, J. , 348 K Lopez-Real, F. , 356 Kaiser, G. , 3, 4, 15, 16, 21–33, 565 Lortie, D.C. , 289, 551 Kaiser-Messmer, G. , 23, 25, 29 Loucks-Horsley, S. , 85, 338 Kamii, C. , 160 Lubienski, S.T. , 128 Kaput, J. , 114, 174, 179, 356 Lutzer, D.J. , 476 Kazemi, E. , 286, 352, 502 Kelly, A.E. , 445 Kersting, N.B. , 338 M Kieran, C. , 114, 467, 470 Ma, L. , 227, 228, 379, 389 Kilday, C.R. , 341 Maaß, K. , 25, 26 580 Author Index

Magidson, S. , 165 Pilzer, S. , 447 Males, L.M. , 479 Pollak, H.O. , 23, 25 Manouchehri, A. , 460, 471 Pollio, H.R. , 478 Markovits, Z. , 314 Polya, G. , 62 Martin, J.R. , 479 Porter, A.C. , 464 Martin, T.S. , 232, 313 Presmeg, N. , 5, 409–412 Marx, R.W. , 219 Prince, M. , 477 Mason, J. , 179, 444, 526–528, 530–532, Pring, R. , 444 542, 544 Putnam, R.T. , 260, 337 Matos, J. , 26 Matsumura, L.C. , 502, 503, 505, 521 McCaffrey, D.F. , 520 Q McCombs, B. , 46 Quaresma, M. , 103–124, 569 McLeod, D. , 83 Mehan, H. , 417 Meira, L. , 164 R Menezes, L. , 108 Raudenbush, S.W. , 461 Merseth, K.K. , 314 Ravitch, D. , 155 Mesa, V. , 475–498 Reid, D. , 416 Mestre, C. , 5, 6, 173–195, 555, 568 Remillard, J. , 175, 460, 471 Morris, A.K. , 232, 249, 313 Renkl, A. , 221 Moschkovich, J. , 477 Richards, J. , 38 Mullis, I.V.S. , 22, 157 Richardson, V. , 338 Murray, M.K. , 193 Rissland, E.L. , 526, 527 Murray, S. , 47 Roblyer, M.D. , 156 Rodi, S.B. , 476 Romberg, T.A. , 149, 356, 440 N Russell, S. , 179, 193 Nardi, E. , 440, 451 Nathan, M.J. , 290, 481 Nelson, R.B. , 316 S Neufeld, B. , 47 Santagata, R. , 278, 336 Ni, Y. , 6, 217–228, 568 Sawyer, K. , 261 Nisbett, R. , 469 Saxe, G. , 286 Niss, M. , 23–25 Scherrer, J. , 482–484 Noss, R. , 83, 84 Schifter, D. , 285 Nunn, C. , 477–479, 483, 487 Schoenfeld, A.H. , 7, 8, 45, 62, 105, 149, 218, Nunokawa, K. , 202 220, 313, 444, 477, 554 Nystrand, M. , 224, 481 Schukajlow, S. , 31 Schwartz, J.L. , 64 Seago, N. , 259–279, 569 O Secada, W.G. , 477 Oliveira, H. , 5, 6, 173–195, 555, 568 Senk, S.L. , 313 Otero, V.K. , 289 Sfard, A. , 83, 165 Shao, G. , 233, 248 Shefﬁ eld, L.J. , 60–62 P Sherin, M.G. , 249, 416, 417 Paine, L. , 227, 228, 232, 379, 389 Shimahara, N.K. , 200 Papert, S. , 106 Shulman, L.S. , 168, 314, 329 Parke, C. , 285 Silver, E.A. , 1–10, 61, 62, 147–151, 180, 232, Peled, I. , 526, 528, 529 283–306, 336, 337, 478, 569 Peng, A. , 234, 386 Simon, M. , 16, 40, 162, 163, 165 Perry, M. , 223, 226, 233 Skemp, R. , 440, 443, 444, 527 Piaget, J. , 414 Skovsmose, O. , 105 Pianta, R.C. , 502 Slavin, R.E. , 129 Author Index 581

Smith, H. , 479 Underwood-Gregg, D. , 37–56, 555, 556, 572 Smith, J.C. , 313 Urdan, T. , 129 Smith, J.P. , 469 Smith, M.S. , 3, 5, 6, 261, 262, 284, 311–331, 357, 358, 360, 363, 502, V 519, 520, 553, 570 Van de Pol, J. , 30, 31 Song, N.Q. , 356 Van Dormolen, J. , 530, 535, 538, 541, 544 Soter, A.O., 478 Van Es, E.A. , 249, 264 Sowder, J. , 496 Vinner, S. , 527, 528 Sowder, L. , 415, 469, 470 Voogt, J. , 156 Sriraman, B. , 25, 61, 65 Vorhölter, K. , 4, 6, 21–33, 573 Steele, M.D. , 311–331, 571 Vygotsky, L.S , 62, 63, 477 Steele, M.S. , 502, 503, 517, 521 Steen, L. , 82, 84 Steffe, L. , 39, 417 W Stein, M.K. , 3, 107, 149, 218–222, 225–227, Wagner, T. , 154–156 232, 255, 261, 262, 284, 285, 321, 357, Wallach, T. , 285 358, 360, 363, 478, 482, 502–506 Wang, J. , 185, 186, 227, 356, 389 Stenhouse, L. , 446 Warren, E. , 179 Stephan, M. , 4, 37–55, 168, 571 Watanabe, T. , 5, 7, 199–215, 573 Stephens, M. , 185, 186 Watson, A. , 528, 530 Stevenson, H.W. , 214, 233, 396 Webb, N.M. , 129 Stewart, V. , 234 Weinstein, R.S. , 338 Stigler, J.W. , 2, 9, 200, 202, 213, 214, Weiss, I.R. , 232, 336 219, 221, 223, 232, 233, 391, 396, Wells, G. , 180, 194, 195, 444, 481 462, 504, 520 Wenger, E. , 158, 444 Stillman, G. , 3, 26, 28, 32 Wertsch, J.V. , 441, 451 Stiphout, I. , 165 West, L. , 47 Stylianides, A.J., 224, 315, 320 Westbury, I. , 148, 158 Stylianides, G.J., 224, 311–331, 571–572 Whitson, J.A. , 164 Stylianou, D.A. , 285 Williams, S.R. , 223, 225 Sullivan, P. , 5, 8 Wilson, S.M. , 284 Supovitz, J.A. , 338 Wong, J.L.N. , 234 Sykes, G. , 314 Wood, T. , 44, 107, 462

T Y Takahashi, A. , 200, 202, 214 Yackel, E. , 37–56, 129, 131, 134, 135, 143, Tall, D.O. , 527, 528, 544 160, 161, 477, 555, 573 Tang, H. , 233, 249 Yair, G. , 461 Tarr, J.E. , 165, 224, 460, 464. 504 Yang, Y. , 3, 5–7, 355–380, 389, 555, 573 Thames, M.H. , 552 Yerushalmy, M. , 61, 64, 65 Tharp, R.G. , 336 Thompson, A. , 168, 289, 477 Thompson, D.R. , 316 Z Tirosh, D. , 460, 471 Zaslavsky, O. , 279, 525–545, 556, 574 Treffers, A. , 166 Zech, F. , 32 Trouche, L. , 441, 449, 450 Zembat, I.O. , 176 Truxaw, M.P. , 481 Zevenbergen, R. , 83 Tsatsaroni, A. , 356 Zhang, D.Z. , 356 Tzur, R. , 16, 165 Zhang, J. , 232, 235 Ziebarth, S. , 175, 194 Zodik, I. , 525–545, 556, 574 U Zohar, A. , 461 Uhl, J. , 356 Zöttl, L. , 31 Subject Index

A Chinese mathematics teaching and learning , Activity theory , 411, 441, 442, 449, 150, 221, 222, 228 451–455, 556 Classroom communication , 225 Advances , 150, 251, 261, 263, 271, 305, 328, Classroom discourse , 106, 131, 217–228, 412, 416, 425, 430, 435, 447, 468, 510, 469, 573 514, 526, 553 Classroom instruction , 2–5, 7, 9, 21–33, 100, Algebraic thinking , 6, 114–122, 150, 173–195, 147–150, 174, 193, 217–219, 221, 224, 295, 299, 568, 571 226–228, 231–250, 273, 314, 330, 337, Assessing , 4, 5, 22, 53, 235, 323, 410, 413, 339, 345, 355–380, 383–404, 461, 504, 501–521, 570 526, 567 Australia , 3, 82, 561–563, 572 Classroom instruction analysis , 387, 391, 402 Classroom interaction , 42, 106, 260, 286, 461, 471, 475–498 B Classroom practice , 33, 38, 48, 50–51, 53, 55, Beliefs , 28, 29, 60, 91, 128, 168, 248, 290, 85, 220, 227, 256, 286, 314, 322, 338, 329, 415, 460, 477, 495, 498, 564 505, 561 Classroom teaching of mathematics , 233, 357, 384, 387, 388 C Cognitive coaching , 46, 51 Case study , 17, 83, 89, 92–96, 234–247, Cognitive demand , 219, 221–226, 288, 358, 339–341, 344–351, 355–380, 387, 388, 360–363, 366, 377, 480, 503–505, 509, 402, 403, 416 511, 515, 518, 520, 556 Change , 3, 15–19, 22, 23, 27, 47–48, 77, 90, Collaboration , 8, 47, 48, 83, 85, 138, 140, 156, 97, 119–121, 131, 133, 143, 148–151, 194, 388, 396, 402, 441, 461, 561, 573 154–156, 161, 164, 166, 168, 169, Concept deﬁ nition , 528 175, 179, 211, 212, 214, 218, 273, Concept image , 527, 528, 530, 531, 292, 335–352, 356, 375–377, 393, 535, 542 394, 419, 476, 485, 506, 519, 520, Contexts , 3, 5–9, 15, 17, 22, 24, 27, 28, 39, 40, 549, 553, 562, 570 51, 82–85, 89–93, 95, 96, 99, 100, 104, China , 3, 7, 8, 131, 148, 176, 218, 220, 222, 105, 108, 120, 121, 123, 147, 161, 227, 232–235, 247, 248, 250, 255, 256, 173–195, 202, 222, 234, 237, 245, 247, 355, 356, 359, 380, 384–389, 392, 400, 250, 256, 265, 270, 276, 279, 288, 295, 402–404, 556, 561, 566, 567, 574 304, 314, 316, 317, 326, 329, 351, 352, Chinese mathematics classrooms , 384, 388–392, 402, 411, 418, 431, 445, 150, 217–228, 233, 238, 355, 450, 468, 481, 483, 484, 497, 508, 521, 384, 402 527, 552, 563, 564, 571, 574

Y. Li et al. (eds.), Transforming Mathematics Instruction: Multiple Approaches 583 and Practices, Advances in Mathematics Education, DOI 10.1007/978-3-319-04993-9, © Springer International Publishing Switzerland 2014 584 Subject Index

Critical orientation , 17, 18, 83, 85, 87, 89–91, I 93, 95, 101 Inquiry communities in learning and teaching Cross cultural comparisons , 384 mathematics, 451–452 Cultural context , 3, 5, 7–9, 384 Inquiry mathematics , 38, 159 Curriculum changes , 5, 148–150, Instructional change , 16, 149–151, 335–352, 173–195, 214 519, 520 Curriculum enactment , 472 Instructional excellence , 383–404 Curriculum reform , 3, 149, 175, 218, 220, Instructional improvement , 167, 234, 274, 226, 379, 517, 566 339, 503, 515, 521, 553 Instructional interactions , 550, 552, 553, 557 Instructional practice , 3, 8–9, 15, 37, 38, 82, D 86, 89, 168, 218, 260, 264, 272, 273, Deliberate practice , 248–249 336–339, 351, 502, 503, 514, 516–521, Dimensions of the curriculum , 175 552, 553, 560, 573 Dispositions , 17, 46, 83, 84, 90, 91, 93, 95, Instructional quality , 274, 411, 501–521, 560 98–100, 222, 477 Instructional tasks , 40, 41, 217–228, 232, 323, DNR-based instruction , 413–436 484, 502, 504–506, 510, 516, 518–520 Documentational genesis , 441, 442, Instructional transformation , 5 449–451, 455 Integration , 16, 18, 22, 24, 28, 62, 72, 78, 129, 174, 440 International perspective , 3 E Interplay of factors shaping mathematics Education system , 2, 3, 7, 9, 10, 154, 222, teaching and learning, 459–472 250, 292, 384, 567 Intervention , 16, 22, 30–33, 107, 571, 572 Elementary grades , 173–195, 287 Investigations in dynamic geometry , 59–78 Elementary school mathematics , 200, 202, 286, 287, 572, 573 Example-generation , 525–545 J Example space , 527–531, 535, 536, Japan , 2, 7, 148, 200, 201, 214, 232, 298, 542–544 561, 567 Example-veriﬁ cation , 527–533 Exemplary lessons , 7, 150, 231–250, 385, 387, 388, 391–396, 400–405, 552 K Explorations , 6, 18, 44, 70, 103–106, Knowledge needed for teaching , 311–331, 526 115–117, 122–124, 179, 183, 186, 200, 211, 233, 244, 246, 260, 263, 358, 367, 369, 373, 374, 397, 401, 442, 496, 553, L 557, 561 Lecture , 233, 289, 379, 411, 440, 443–450, 453–455, 476, 477, 479, 481, 483, 487, 488, 495, 497, 498, 567, 571, 575 G Lesson study , 7, 8, 46, 168, 169, 201, 285, 573 Geometry , 17, 59–78, 247, 256, 262, 264, 265, 267, 290, 300, 415, 427, 569, 571 M Group work , 18, 31, 106, 110, 128–132, Master teacher , 234–237, 239, 242–244, 246, 136–140, 143, 447, 448, 466, 468 248, 378, 387 Guided reinvention , 4, 16, 37–55, 157, 168, Mathematical challenge , 6, 17, 60–63, 66, 69, 556, 571 72, 77, 351 Mathematical communication , 174, 177–178, 193 H Mathematical lessons , 364 High-leverage practice , 232, 249 Mathematical literacy , 17, 22, 82, 83, 155, 293 Historical analysis , 233 Mathematical modelling , 15, 16, 22, 23, Hong Kong , 3, 566–568, 574 25–30, 32, 33 Subject Index 585

Mathematical tasks , 6, 8, 18, 27, 60, 62, 63, Proﬁ ciencies , 3, 72, 147–149, 165, 286, 77, 174, 175, 177–180, 182, 193, 194, 289, 292 220, 262, 266, 284, 286, 287, 304, 306, Proof , 18, 61, 63, 65–78, 233, 313, 315–321, 315, 316, 318, 322, 324–329, 357–359, 323–325, 328–330, 368, 378, 415, 416, 361, 440, 477, 502–504, 519 422, 424–426, 428, 429, 433–435, 526 Mathematics addressed in class , 464–472 Proof schemes , 414, 415, 417–419, 422, Mathematics instruction , 1–10, 15–19, 24, 25, 425, 427 38, 39, 61, 147–150, 200, 201, 213, Public lesson , 227, 232, 237, 245, 246, 390 214, 233, 288, 289, 303, 328, 336, 359, Pythagoras theorem , 233, 356, 359, 361, 364, 385, 404, 412–436, 503, 517, 525, 529, 365, 370, 371, 374 549–557 Mathematics professional development , 53, 271, 272, 278, 337, 338 Q Mathematics teacher education , 284 Quantitative literacy , 82, 83, 320 Mathematics teaching , 2, 4, 16, 23, 25, 31, Questions , 5, 15, 23, 42, 62, 82, 103, 132, 149, 147, 149–151, 176, 199, 200, 202, 155, 177, 200, 222, 232, 260, 284, 312, 203, 213–215, 228, 233, 235, 248, 336, 360, 388, 410, 414, 442, 461, 476, 262, 284–290, 345, 356, 358, 384, 502, 531, 552 401, 403, 404, 411, 439–456, 460, 461, 463, 501, 556 Mathematics teaching development , 439–456 R Methodology , 131–132, 201–203, 357–360, Randomization , 135 388–392, 411, 412, 442, 460, 472, 476, Rational numbers , 104, 107–114, 122, 412, 495–498, 502, 518, 521 530–535, 542–544 Methods for studying teaching , 552 Realistic mathematics education , 16, 38, 39, Mobilization of knowledge , 130, 137–140 52, 156, 157, 556 Modelling competencies , 22, 26, 27, 31 Reasoning-and-proving , 6, 312–323, 328–331, Modelling cycle , 16, 25–28, 31 553, 556 Multiple solution strategies , 219, 221 Research on teaching , 551, 553, 555, 556

N S Narrative cases , 313, 315–317, 320–322, 328 Scaffolding , 16, 22, 29–33, 62, 69, 225, 264, National curriculum , 82, 83, 243 306, 318, 358, 373, 495 Numeracy , 4, 6, 17, 18, 81–101 Social barriers , 129, 130, 135–137, 142 Students' opportunities to learn mathematics , 200, 411, 459–472, 517 P Students' work , 32, 40, 107, 109–110, 114, Planning and classroom practices , 38, 53 116–119, 177, 284, 285, 287, 321, 375, Primary mathematics , 29, 96, 97, 217–228, 466, 470, 501–521 359, 482 Studying , 4, 5, 105, 142, 167, 227, 256, 262, Problem solving , 6, 16, 23–25, 32, 75, 83, 84, 330, 404, 410–412, 440, 455, 460, 461, 105, 123, 147–150, 154–157, 160, 165, 550, 552, 168, 174, 177, 200–205, 211–213, 215, 218, 238, 248, 257, 286, 290, 386, 387, 414, 415, 431, 434, 461, 463, 465, 467, T 469, 503, 505, 507, 510, 511, 554 Taiwan , 79, 332 Problem solving-based instruction , 200 Task implementation , 232, 504–506, 515, Professional development , 3, 17, 29, 46, 48, 518–520 49, 53, 82, 83, 85–87, 96–100, 227, Tasks , 4, 17, 24, 40, 59–78, 83, 103, 130, 147, 232, 234, 236, 248, 259–279, 283–306, 155, 174, 204, 217–228, 232, 255, 261, 312, 322, 330, 337–339, 352, 378, 379, 284, 312, 337, 357, 387, 412, 440, 462, 384, 403–404, 411, 417, 436, 502, 503, 477, 502, 526, 550 516–521, 527, 549, 550 Tasks and teaching , 182 586 Subject Index

Task transformations , 77, 177, 286, 321 Tools , 17, 27, 39–41, 43–46, 50, 51, 53, 54, Teacher development , 194, 286 60, 61, 69–71, 82–84, 90, 91, 93–95, Teacher knowledge , 285, 331, 337, 460 105, 147–149, 167, 207, 218, 226–228, Teacher leader development , 273, 295, 260, 266, 271, 285, 306, 313, 315, 316, Teacher learning , 154, 163, 169, 255, 256, 321–323, 325–327, 329, 352, 414, 415, 265, 284–286, 305, 306, 312, 315–321, 427, 440–442, 446, 449–454, 472, 477, 329, 337, 553 503, 516 Teacher moves , 109, 411, 481–496 Transformation , 5–7, 9, 15–17, 19, 77, 154, Teacher professional development , 53, 227, 169, 177, 179, 194, 199–215, 267, 236, 248, 261–264, 285, 286, 288, 303, 268, 270, 286, 321, 414, 415, 451, 304, 384, 403–404, 549 469, 471, 550 Teaching approaches , 16, 37–56, 202, 215, Trigonometry , 411, 475–498 247, 256, 289, 441, 454, 461–472, 477 Teaching contest , 7, 383–404, 556 Teaching practice , 3, 38, 42–44, 47–49, 52, 53, U 100, 101, 149, 167, 168, 233–235, 246, University mathematics teaching , 447 284–286, 313, 315, 328, 379, 417, 460, 461, 471, 476, 552–554 Teaching research activities, 234, 379, 404, 552 V Teaching styles , 256, 346 Values , 2, 5, 8, 9, 40, 44, 72, 99, 101, 110, Teaching transformation , 467 120, 123, 186–189, 202, 218, 234, Textbook analysis , 202–203 242–244, 246, 247, 250, 267, 288, 294, Theoretical framework , 23–27, 82–86, 314, 303, 313, 346, 347, 365–367, 371, 358, 410, 414, 436 372, 375, 378, 384, 388, 390–392, Theoretical perspectives , 255, 357–358, 403, 416, 418–421, 430, 432, 447–449, 410, 440 454, 467, 469–471, 495–497, 506, 508, Theory of teaching , 550, 551, 553, 555 509, 514–516, 518, 520, 535, 536, 539, Third International Mathematics and Science 540, 555 Study (TIMSS) , 2, 22, 157, 255, 336, Video-based professional development , 391, 392, 462, 520 259–279