Mathematics Teachers’ Knowledge and Professional Development: A Cross-Case Comparison Study

Abstract

The Mathematical Working Space (MWS) theory will be discussed in relation to the characterisation of the professional development of teachers, and how it can be made operational. The cross-case comparative analysis reported in this chapter is built on situational elements (different countries and context) and models about professional development of teachers or those about teacher’s mathematical knowledge for teaching found in the specific case analysis reports since 2012 in several MWS Symposia or journals. Considering this plurality of the theoretical model using and comparing it to MWS, we take advantage of the notion of the development of mathematical work to make sense of interplay between epistemological and cognitive plans and variables related to the specialised knowledge of mathematics and teaching.