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).
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 diffi...
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| 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. |
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| 245 | 0 | 0 | |a How Chinese acquire and improve mathematics knowledge for teaching / |c edited by Yeping Li (Texas A and M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). |
| 264 | 1 | |a Leiden : |b Brill Sense. | |
| 264 | 4 | |c ©2018. | |
| 300 | |a 1 online resource (vii, 319 pages) : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Mathematics teaching and learning ; |v v. 4 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a 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. | ||
| 505 | 0 | 0 | |t Front Matter -- |t Copyright page -- |t Acknowledgements -- |t Introduction and Perspectives -- |t Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China / |r Yeping Li and Rongjin Huang -- |t Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan / |r Huk-Yuen Law , Hak Ping Tam , Xianhan Huang and Yu-Jen Lu -- |t The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective / |r Feng-Jui Hsieh , Sin-Sheng Lu , Chia-Jui Hsieh , Shu-Zhi Tang and Ting-Ying Wang -- |t The Conception of Mathematics Knowledge for Teaching from an International Perspective / |r Martina Döhrmann , Gabriele Kaiser and Sigrid Blömeke -- |t Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation -- |t Elementary Mathematics Teacher Preparation in China / |r Shu Xie , Yun-Peng MA and Wei Chen -- |t Secondary Mathematics Teacher Preparation in China / |r Yingkang Wu and Rongjin Huang -- |t Pedagogical Training for Prospective Mathematics Teachers in China / |r Zhiqiang Yuan and Rongjin Huang -- |t Mathematics Teacher Preparation in China / |r Despina Potari -- |t Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development -- |t How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies? / |r Shuping Pu , Xuhua Sun and Yeping Li -- |t Experienced Teacher’s Learning through a Master Teacher Workstation Program / |r Xingfeng Huang and Rongjin Huang -- |t In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group / |r Yudong Yang and Bo Zhang -- |t Learning from Developing and Observing Public Lessons / |r Su Liang -- |t Improving Teachers’ Expertise and Teaching Through Apprenticeship Practice in Mainland China / |r Yeping Li and Rongjin Huang -- |t Learning and Improving MKT through Teaching and Professional Development Mechanisms / |r Gloria Ann Stillman -- |t Reflection and Conclusion -- |t Mathematics Knowledge for Teaching / |r Tim Rowland -- |t Some Remarks on the Preparation of Mathematics Teachers in China / |r Hung-Hsi Wu -- |t Back Matter -- |t About the Contributors. |
| 650 | 0 | |a Mathematics teachers |x Training of |z China. | |
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| 700 | 1 | |a Li, Yeping. | |
| 700 | 1 | |a Huang, Rongjin. | |
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| 830 | 0 | |a Mathematics Teaching and Learning |v 4. | |
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