# Publications by Type: Book Chapter

Tools and resources used/designed for teacher collaboration and resulting from teacher collaboration. In , ICMI Study 25 – “Mathematics Teachers Working and Learning in Collaborative Groups" (pp. 203-274). Springer. Publisher's Version icmi_study_25_tools_and_resources_and_teacher_collaboration.pdf

(2024). Introduction to How Digital Resources Alter Design Landscape. In , Handbook of Digital Resources in Mathematics Education. Springer. Publisher's VersionAbstract introduction_how_digital_resources_alter_design_landscape.pdf

(2023). Addressing collective and individual aspects of teacher design with digital resources in collaborative settings. In , Handbook of Digital Resources in Mathematics Education. Springer. Publisher's VersionAbstract collective_and_individual_aspects_of_teacher_design_with_drs.pdf

(2023). Modeling in Education: New Perspectives Opened by the Theory of Mathematical Working Spaces. In , Mathematical Work in Educational Context. Mathematics Education in the Digital Era (Vol. 18, pp. 247-266). Springer. Publisher's Version modeling_and_the_theory_of_mathematical_working_spaces_.pdf

(2022). Mathematics teacher educators' learning in supporting teachers to link mathematics and workplace situations in classroom teaching. In , The Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges (pp. 281-299). New York, NY: Springer. Publisher's VersionAbstract mtes_learning_2021.pdf

(2021). Aligning teaching with current experiences of being, becoming and belonging: An identity perspective on the use of digital resources. In , Mathematics Education in the Digital Age: Learning Practice and Theory. (pp. 213-227). Abingdon, UK: Routledge. Publisher's VersionAbstract identity_formation_and_dr.pdf

(2021). A framework for analysing students’ learning of function at upper secondary level: Connected Working Spaces and Abstraction in Context. In , Mathematics Education in the Digital Age: Learning Practice and Theory (pp. 150-167). Abingdon, UK: Routledge. Publisher's VersionAbstract chapter_on_functions_2021.pdf

(2021). Transitions Toward Digital Resources: Change, Invariance, and Orchestration. In , The 'Resource' Approach to Mathematics Education (pp. 389-444). Springer, Cham. Publisher's VersionAbstract chapter_12_resource_approach_2019.pdf

(2019). Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents. In , Educating Prospective Secondary Mathematics Teachers (pp. 169-187). Springer, Cham. Chapter URLAbstract prospective_mathematics_teachers_springer.pdf

(2018). Mathematics teachers’ learning at the boundaries of teaching and workplace. In , Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education (pp. 301-311). CTMA Series, Springer. Chapter URLAbstract modelling_applications_springer_2017.pdf

(2017).