Cases of Mathematics Professional Development in East Asian Countries

<p>1 How Researchers and Teachers Could Use Videos: The Role of Grounded Images</p><p>Part I</p><p>2 How Videos And Audio Technology Support The Professional Development Of Teachers</p><p>3 Developing Teacher Competencies Through Videos For Facilitation Of Mathematical Modelling In Singapore Primary Schools</p><p>4 Developing Critical Reflection Through Audio And Video Technology For Some Singapore Primary School Mathematics Teachers</p><p>5 How A Singapore Teacher Used Videos To Help Improve Her Teaching Of The Part-Whole Concept Of Numbers And The Model Method</p><p>6 Learning For Mathematical Problem Solving Instruction In The Philippines: The Case Of Teaching Extensions</p><p>7 Video As A Medium For Introducing Lesson Study To Multi-Ethnic Malaysian Mathematics Teachers</p><p>8 Summary Of Part I And Introduction To Part II</p><p>9 What Is Important In A Lesson On Factorization? The Reflection Of An Experienced Teacher In Hong Kong</p><p>Part II</p><p>10 The Impact of Online Video Suite on the Singapore Pre-service Teachers’ Buying-in to Innovative Teaching of Factorisation via Algecards</p><p>11 Reflections of a Korean Middle School Mathematics Teacher on Improving the Teaching of Mathematics</p><p>12 The Use Of Videos And Classroom Artefacts In Professional Development Of Teachers And Teacher Educators In Indonesia</p><p>13 Summary Of Findings Of Chapters In Part II And Introduction To Part III</p><p>Part III</p><p>14 The Use of Video and Audio Technology in Pre-service Teacher Education and In-service Teacher Professional Development</p><p>15 Going Forward: Encouraging Teachers to Embrace Video Technology for Self-Development</p><p>List of Contributor</p>