How Chinese acquire and improve mathematics knowledge for teaching / / edited by Yeping Li (Texas A and M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA).

• TeilnehmendeR: Li, Yeping.; Huang, Rongjin.
• Place / Publishing House: Leiden : : Brill Sense.; ©2018.
• Year of Publication: 2018
• Language: English
• Series: Mathematics Teaching and Learning 4.
• Physical Description: 1 online resource (vii, 319 pages) :; illustrations.
• Other title: Front Matter --; Copyright page --; Acknowledgements --; Introduction and Perspectives --; Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China /; Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan /; The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective /; The Conception of Mathematics Knowledge for Teaching from an International Perspective /; Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation --; Elementary Mathematics Teacher Preparation in China /; Secondary Mathematics Teacher Preparation in China /; Pedagogical Training for Prospective Mathematics Teachers in China /; Mathematics Teacher Preparation in China /; Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development --; How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies? /; Experienced Teacher’s Learning through a Master Teacher Workstation Program /; In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group /; Learning from Developing and Observing Public Lessons /; Improving Teachers’ Expertise and Teaching Through Apprenticeship Practice in Mainland China /; Learning and Improving MKT through Teaching and Professional Development Mechanisms /; Reflection and Conclusion --; Mathematics Knowledge for Teaching /; Some Remarks on the Preparation of Mathematics Teachers in China /; Back Matter --; About the Contributors.
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463512365
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Yeping Li (Texas A and M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA).

While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China. The book includes such chapters that can help readers to make possible connections of teachers’ mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context. 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.