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).

Format:

Book

Contributor:

Li, Yeping.

Huang, Rongjin.

Series:

Mathematics Teaching and Learning 4.

Mathematics teaching and learning ; v. 4

Language:

English

Subjects (All):

Mathematics teachers--Training of--China.

Mathematics teachers.

Mathematics--Vocational guidance--China.

Mathematics.

Mathematics teachers--Training of.

Mathematics--Vocational guidance.

China.

Physical Description:

1 online resource (vii, 319 pages) : illustrations.

Place of Publication:

Leiden : Brill Sense.

Summary:

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.

Contents:

Front Matter

Copyright page

Acknowledgements

Introduction and Perspectives

Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China / Yeping Li and Rongjin Huang

Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan / Huk-Yuen Law , Hak Ping Tam , Xianhan Huang and Yu-Jen Lu

The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective / Feng-Jui Hsieh , Sin-Sheng Lu , Chia-Jui Hsieh , Shu-Zhi Tang and Ting-Ying Wang

The Conception of Mathematics Knowledge for Teaching from an International Perspective / Martina Döhrmann , Gabriele Kaiser and Sigrid Blömeke

Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation

Elementary Mathematics Teacher Preparation in China / Shu Xie , Yun-Peng MA and Wei Chen

Secondary Mathematics Teacher Preparation in China / Yingkang Wu and Rongjin Huang

Pedagogical Training for Prospective Mathematics Teachers in China / Zhiqiang Yuan and Rongjin Huang

Mathematics Teacher Preparation in China / Despina Potari

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? / Shuping Pu , Xuhua Sun and Yeping Li

Experienced Teacher’s Learning through a Master Teacher Workstation Program / Xingfeng Huang and Rongjin Huang

In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group / Yudong Yang and Bo Zhang

Learning from Developing and Observing Public Lessons / Su Liang

Improving Teachers’ Expertise and Teaching Through Apprenticeship Practice in Mainland China / Yeping Li and Rongjin Huang

Learning and Improving MKT through Teaching and Professional Development Mechanisms / Gloria Ann Stillman

Reflection and Conclusion

Mathematics Knowledge for Teaching / Tim Rowland

Some Remarks on the Preparation of Mathematics Teachers in China / Hung-Hsi Wu

Back Matter

About the Contributors.

Notes:

Includes bibliographical references and index.

ISBN:

94-6351-236-5

OCLC:

1022084671

Publisher Number:

10.1163/9789463512367 DOI