Miguel Ribeiro

Despina Potari

Stefan Zehetmeier

Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry. Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers’ professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors: The study of mathematics teaching and classroom situations Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.

Professional Development and Knowledge of Mathematics Teachers

"Complexity cannot be achieved by chance" is the core premise of this book. The universe as information - as a computer, hologram or simulation - thus comes forth as a compelling explanation for our complex universe. Its mathematical structure, and the finely tuned laws of physics and constants of nature cease to be a phenomenal string of coincidences to become set parameters of the proposed program. Further supporting that thesis is the demonstration that the multiverse does not explain the laws of physics nor do the laws of physics explain the emergence and evolution of the universe and life. The book focuses on presenting a model of the emergence and evolution of life consistent with an information view of the universe - accordingly, adaptive mutation, a functional junk DNA, sentience and life as algorithms uphold the notion of the genome as software. Highlighting the need of a program, our brain converts patterns of atoms and radiation into the world of our perception - like a computer program converts patterns of "zeroes and ones" into audiovisual animation. The author clearly outlines the rationale that sets the program hypothesis apart from intelligent design and religion.

Miguel Ribeiro

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