---

This book presents innovative approaches and state-of-the-art empirical studies on mathematics teacher learning. It highlights the advantages and challenges of such tools as classroom videos, concept cartoons, simulations, and scenarios. The book details how representations of practice encourage and afford professional development, and describes how these tools help to investigate aspects of teacher expertise, beliefs, and conceptions. In addition, the book identifies the methodological challenges that can emerge and the obstacles educators might encounter when using representations of practice. The book examines the nature of these challenges and provides suggestions for solving them. It offers a variety of different approaches that can help educators to develop professional learning activities for prospective and in-service teachers.

---

Orly Buchbinder &
Sebastian Kuntze

[preface]

Reflecting on representations which reflect practice - a preface

Orly Buchbinder &

Sebastian Kuntze

REPRESENTATIONS OF PRACTICE IN TEACHER EDUCATION AND RESEARCH - SPOTLIGHTS ON DIFFERENT APPROACHES

Karen Koellner,
Nanette Seago, &
Jennifer Jacobs

Representations of Practice to Support Teacher Instruction: Video Case Mathematics Professional Development

Jessica Hoth,

Gabriele Kaiser,
Martina Döhrmann,
Johannes König &
Sigrid Blömeke

a situated approach to assess teachers´ professional competencies using classroom videos

Sebastian Kuntze

Representations of practice in a video-based in-service teacher professional development project and in its evaluation

22

Libuse Samková

Concept Cartoons as a representation of practice

---

Corey Webel,
Kimberly Conner, &
Wenmin Zhao

Simulations as a Tool for Practicing Questioning

Marita Friesen &

Sebastian Kuntze

COMPETENCE ASSESSMENT WITH REPRESENTATIONS OF PRACTICE IN TEXT, COMIC AND VIDEO FORMAT

Orly Buchbinder, &

Alice Cook

Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers

Rina Zazkis

Ceci n´est pas une pratique: A commentary

Daniel Chazan

Considering what we want to represent

---