000			02798cam a22003138i 4500
001			22319812
005			20230501142907.0
008			211122s2022 nyu b 001 0 eng
010			_a 2021048105
020			_a9781032021744
040			_aDLC _beng _erda _cDLC
042			_apcc
050	0	0	_aQA11.2 _b.H813 2022
082	0	0	_a510.71/2 _223/eng/20211216
100	1		_aHorn, Ilana Seidel, _eauthor.
245	1	0	_aTeacher Learning of Ambitious and Equitable Mathematics Instruction : _ba sociocultural approach / _cIlana Horn and Brette Garner.
250			_aFirst Published
260			_aNew York: _bRoutledge, _c2022.
263			_a2203
300			_a253 pages; _c23 cm
490	0		_aStudies in mathematical thinking and learning
504			_aIncludes bibliographical references and index.
520			_a"Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers' learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice. Ilana Horn is Professor of Math Education at the Peabody College of Education and Human Development at Vanderbilt University, USA. She is the author of Motivated: Designing Math Classrooms Where Students Want to Join In (2017) and Strength in Numbers: Collaborative Learning in Secondary Mathematics (2012). Brette Garner is Assistant Professor at the Morgridge College of Education at the University of Denver, USA, where her research focuses on mathematics teacher learning"--
650		0	_aMathematics _xStudy and teaching.
650		0	_aLearning _xSocial aspects.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
999			_c5528 _d5528