Investigating the pedagogy of mathematics : how do teachers develop their knowledge? / Lianghuo Fan.

Format:

Book

Author/Creator:

Fan, Lianghuo, author.

Language:

English

Subjects (All):

Mathematics teachers--Training of--Research.

Mathematics teachers.

Teachers--Training of--Research.

Teachers.

Physical Description:

1 online resource (367 p.)

Other Title:

How do teachers develop their knowledge?

Place of Publication:

London : Imperial College Press, 2014.

Language Note:

English

Summary:

This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers'' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers'' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It des

Contents:

Contents; List of Figures; List of Tables; Focusing on the Growth of Teachers' Knowledge: An Introduction; Part I The Chicago Study; Chapter 1 Introduction; Background of the Chicago Study; Need for the Study; Statement of the Problem; Structure of Part I; Chapter 2 Review of the Literature; What is Knowledge?; What Knowledge do Teachers Need?; What Knowledge do Teachers Have?; How do Teachers Develop their Knowledge?; Summary of the Review; Chapter 3 A Conceptual Framework of the Study; Knowledge; Teachers' Knowledge; Teachers' Pedagogical Knowledge

Sources of Teachers' Pedagogical KnowledgeSummary; Chapter 4 Research Design and Procedures; Population and Sample; Schools; Teachers; Instruments; Questionnaire; Classroom observation; Interview; Pilot test of the instruments; Data Collection; Data Processing and Analysis; Strengths and Limitations of the Methodology; Summary of the Methodology; Chapter 5 Findings of the Chicago Study (I): Pedagogical Curricular Knowledge; Knowledge of Teaching Materials; Knowledge of Technology; Knowledge of Other Teaching Resources; Summary of the Findings

Chapter 6 Findings of the Chicago Study (II): Pedagogical Content KnowledgeAnalysis of the Questionnaire Data; Topics and representations; Sources of PCnK; Analysis of the Interview Data; Interview with TA1; Interview with TA2; Interview with TA3; Interview with TB1; Interview with TB2; Interview with TB3; Interview with TC1; Interview with TC2; Interview with TC3; Summary of the Findings; Chapter 7 Findings of the Chicago Study (III): Pedagogical Instructional Knowledge; Analysis of the Questionnaire Data; Analysis of the Interview Data; Interview with TA1; Interview with TA2

Interview with TA3Interview with TB1; Interview with TB2; Interview with TB3; Interview with TC1; Interview with TC2; Interview with TC3; Summary of the Findings; Chapter 8 Findings of the Chicago Study (IV): Some Other Issues; How Teachers Use Different Sources; Experience as students; Preservice training; Inservice training; Organized professional activities; Non-organized professional activities; Knowledge sources used in designing the way to represent mathematics topics; How Teachers Improve their Pedagogical Knowledge; Summary of the Findings

Chapter 9 Conclusions, Implications, and RecommendationsSummary and Conclusions; Implications for Teacher Educators, School Administrators, and Teachers; Recommendations for Further Study; Part II The Singapore Study; Chapter 10 The Singapore Study; Background and Introduction of the Singapore Study; The Conceptual Framework; Knowledge; Pedagogical knowledge; Sources of pedagogical knowledge; Methodological Matters; Population and sample; Instruments; Data analysis; Findings of the Singapore Study; Pedagogical curricular knowledge; Knowledge of textbooks; Knowledge of technology

Knowledge of concrete materials

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

Description based on print version record.

ISBN:

1-78326-458-6