How Chinese Acquire and Improve Mathematics Knowledge for Teaching: Mathematics Teaching and Learning, cartea 4
Editat de Yeping Li, Rongjin Huangen Limba Engleză Paperback – 28 feb 2018
How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception.
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Specificații
ISBN-13: 9789463512343
ISBN-10: 9463512349
Pagini: 320
Dimensiuni: 155 x 235 x 18 mm
Greutate: 0.45 kg
Editura: Brill
Colecția Brill
Seria Mathematics Teaching and Learning
ISBN-10: 9463512349
Pagini: 320
Dimensiuni: 155 x 235 x 18 mm
Greutate: 0.45 kg
Editura: Brill
Colecția Brill
Seria Mathematics Teaching and Learning
Cuprins
Acknowledgements viiPart I: Introduction and Perspectives1. Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China 3Yeping Li and Rongjin Huang2. Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan 9Huk-Yuen Law, Hak Ping Tam, Xianhan Huang and Yu-Jen Lu3. The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective 37Feng-Jui Hsieh, Sin-Sheng Lu, Chia-Jui Hsieh, Shu-Zhi Tang and Ting-Ying Wang4. The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study 57Martina Döhrmann, Gabriele Kaiser and Sigrid BlömekePart II: Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation5. Elementary Mathematics Teacher Preparation in China 85Shu Xie, Yun-peng Ma and Wei Chen6. Secondary Mathematics Teacher Preparation in China 109Yingkang Wu and Rongjin Huang7. Pedagogical Training for Prospective Mathematics Teachers in China 137Zhiqiang Yuan and Rongjin Huang8. Mathematics Teacher Preparation in China: What Do We Learn? 153Despina PotariPart III: Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development9. How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies? 165Shuping Pu, Xuhua Sun and Yeping Li10. Experienced Teacher’s Learning through a Master Teacher Workstation Program: A Case Study 185Xingfeng Huang and Rongjin Huang11. In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group: A Case Study from China 209Yudong Yang and Bo Zhang12. Learning from Developing and Observing Public Lessons 225Su Liang13. Improving Teachers’ Expertise and Teaching through Apprenticeship Practice in Mainland China: Case Studies 241Yeping Li and Rongjin Huang14. Learning and Improving MKT through Teaching and Professional Development Mechanisms 263Gloria Ann StillmanPart IV: Reflection and Conclusion15. Mathematics Knowledge for Teaching: What Have We Learned? 277Tim Rowland16. Some Remarks on the Preparation of Mathematics Teachers in China 289Hung-Hsi WuAbout the Contributors 305Index 313
Recenzii
"Knowledge provides an important foundation for effective teaching, and continues to grow through teachers’ instructional practice and professional development. The process of mathematics teachers’ knowledge acquisition and development is an invaluable research topic in mathematics education. How Chinese Acquire and Improve Mathematics Knowledge for Teaching, edited by Yeping Li and Rongjin Huang, systematically introduces the experience and practice of knowledge acquisition and improvement of pre-service and in-service mathematics teachers in China. It is an important book to anyone who cares about helping teachers to be competent in their professional practices."- Summary of review by Dr. Nan Zhang (Tianjin Normal University, China), Zhang, N. (2018). Focusing on the development of mathematics knowledge for teaching, shareing the experience of Chinese teachers' professional development: Review of How Chinese Acquire and Improve Mathematics Knowledge for Teaching. Correspondence of the Teaching of Mathematics, 19: 79-80.
Notă biografică
Yeping Li is a Professor of Mathematics Education at the Department of Teaching, Learning, and Culture at Texas A&M University, USA.
Rongjin Huang is a professor at Middle Tennessee State University, USA.
Rongjin Huang is a professor at Middle Tennessee State University, USA.