WorldCat Identities

Leatham, Keith R.

Works: 6 works in 32 publications in 2 languages and 954 library holdings
Genres: Conference papers and proceedings 
Roles: Editor, Author, Other
Classifications: QA11.2, 510.71
Publication Timeline
Most widely held works by Keith R Leatham
Vital directions for mathematics education research by Keith R Leatham( )

10 editions published between 2013 and 2015 in English and held by 383 WorldCat member libraries worldwide

What are the most important questions researchers in Mathematics Education should be trying to answer? What opportunities and challenges face the Mathematics Education community as we seek to answer them? In this book, some of the most well-respected researchers in the field of Mathematics Education answer these and other questions and lay forth their visions of the vital directions research should take in the coming decades. Each of the international authors provides a compelling take on critical issues related to improving mathematics teaching and learning. Chapters provide an excellent background on current areas of research, furnishing reasoned rationales for conducting research on particular problems and providing compelling arguments that invite us to rethink our assumptions and priorities
Research trends in mathematics teacher education by Jane-Jane Lo( )

13 editions published in 2014 in English and held by 356 WorldCat member libraries worldwide

Research Trends in Mathematics Teacher Education Jane-Jane Lo, Keith R. Leatham, and Laura R. Van Zoest, editors Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching. Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics: Teachers' curricular knowledge Teachers' personal and classroom mathematics Teachers' learning journeys toward reasoning and sense-making Teachers' transitions in noticing Teachers' uses of a learning trajectory as a tool for mathematics lesson planning A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena
Designing, conducting, and publishing quality research in mathematics education( )

4 editions published in 2019 in English and held by 123 WorldCat member libraries worldwide

The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education. This wisdom will be gleaned from among those who, over the past several decades, have been instrumental in guiding the field in the pursuit of excellence in mathematics education research--insightful editors, educative reviewers, prolific writers, and caring mentors. Each chapter is written to the novice researcher with the intent of aiding them in avoiding common pitfalls, navigating difficult intellectual terrain, and understanding that they are not alone in experiencing rejection, frustration, confusion, and doubt. This book differs from existing literature in the sense that it is written about the enterprise of designing, conducting and publishing research in mathematics education as opposed to being reports of the results of such work. It also differs in the sense that it is written with the intent to mentor the rising generation as opposed to capture the state of the field (as would happen in a handbook, for example). It is written for the express purpose of helping the field work collectively to aid in the often isolated enterprise of mentoring new researchers. The primary audience is a potentially wide one: graduate students, novice researchers, graduate faculty, advisors, and mentors - or anyone seeking to improve their own abilities to design, conduct, and publish quality research in mathematics education
The mathematics education of prospective secondary teachers around the world by Marilyn E Strutchens( )

2 editions published between 2016 and 2017 in German and English and held by 90 WorldCat member libraries worldwide

Research trends in mathematics teacher education : research from the 2012 PME-NA annual conference by International Group for the Psychology of Mathematics Education( Book )

2 editions published in 2014 in English and held by 2 WorldCat member libraries worldwide

Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators by LouAnn H Lovin( )

1 edition published in 2012 in Undetermined and held by 0 WorldCat member libraries worldwide

In this article six mathematics teacher educators describe a collaborative self-study that examined personal beliefs about mathematics teacher education. We were striving to understand more fully our beliefs and belief structures, including how these beliefs influence our instructional practices. We describe four beliefs about mathematics teacher education which we shared and which were instrumental in further examination of our beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels. By considering our own beliefs and practices as well as those of others, we came to see features that might have otherwise remained invisible. In the process of self-study, we became aware that some of our fundamental beliefs were not as evident in our practice as we expected. As a result, we each made conscious, productive moves that allowed our core beliefs to be more evident in our practice. We describe how these changes resulted from discussions with trusted colleagues and the examination of others' beliefs and practices as well as our own. We propose self-study as one approach for tapping into mathematics teacher educators' practitioner knowledge to create a professional knowledge base for mathematics teacher educators
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.49 (from 0.47 for Vital dire ... to 1.00 for Examining ...)

English (30)

German (1)