ABSTRACT
This chapter explores the notion of “framework” and its utilization for conceptualizing knowledge and practices of mathematics teachers and mathematics teacher educators. The chapter begins with examining definitions of the term “framework” and different ways by which frameworks may be created. The main focus is on double-level use of frameworks, referring to frameworks that can serve for the purpose of researching both teachers and teacher educators. The idea of adapting frameworks from the classroom level to the professional development level is highlighted. Several examples of such adaptation, from the evolving field of studies around the mathematics teacher educator profession, are presented and discussed. In the last part of the chapter, a specific case of framework adaptation from teacher level to facilitator level is elaborated.
