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How Chinese Acquire and Improve Mathematics Knowledge for Teaching [Mīkstie vāki]

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  • Formāts: Paperback / softback, 320 pages, height x width: 235x155 mm, weight: 514 g
  • Sērija : Mathematics Teaching and Learning 4
  • Izdošanas datums: 01-Mar-2018
  • Izdevniecība: Brill Academic Publishers
  • ISBN-10: 9463512349
  • ISBN-13: 9789463512343
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  • Cena: 30,00 €
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How Chinese Acquire and Improve Mathematics Knowledge for TeachingPalielināt
  • Formāts: Paperback / softback, 320 pages, height x width: 235x155 mm, weight: 514 g
  • Sērija : Mathematics Teaching and Learning 4
  • Izdošanas datums: 01-Mar-2018
  • Izdevniecība: Brill Academic Publishers
  • ISBN-10: 9463512349
  • ISBN-13: 9789463512343
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789463512343.html
Keywords:
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.
Acknowledgements vii
Part I Introduction and Perspectives
1 Teachers' Acquisition and Improvement of Mathematical Knowledge for Teaching in China
3(6)
Yeping Li
Rongjin Huang
2 Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan
9(28)
Huk-Yuen Law
Hak Ping Tam
Xianhan Huang
Yu-Jen Lu
3 The Conception of Mathematics Teachers' Literacy for Teaching from a Historical Perspective
37(20)
Feng-Jui Hsieh
Sin-Sheng Lu
Chia-Jui Hsieh
Shu-Zhi Tang
Ting-Ying Wang
4 The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study
57(28)
Martina Dohrmann
Gabriele Kaiser
Sigrid Blomeke
Part II Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation
5 Elementary Mathematics Teacher Preparation in China
85(24)
Shu Xie
Yun-peng Ma
Wei Chen
6 Secondary Mathematics Teacher Preparation in China
109(28)
Yingkang Wu
Rongjin Huang
7 Pedagogical Training for Prospective Mathematics Teachers in China
137(16)
Zhiqiang Yuan
Rongjin Huang
8 Mathematics Teacher Preparation in China: What Do We Learn?
153(12)
Despina Potari
Part III Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development
9 How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies?
165(20)
Shuping Pu
Xuhua Sun
Yeping Li
10 Experienced Teacher's Learning through a Master Teacher Workstation Program: A Case Study
185(24)
Xingfeng Huang
Rongjin Huang
11 In-Service Mathematics Teachers' Professional Learning in Teaching Research Group: A Case Study from China
209(16)
Yudong Yang
Bo Zhang
12 Learning from Developing and Observing Public Lessons
225(16)
Su Liang
13 Improving Teachers' Expertise and Teaching through Apprenticeship Practice in Mainland China: Case Studies
241(22)
Yeping Li
Rongjin Huang
14 Learning and Improving MKT through Teaching and Professional Development Mechanisms
263(14)
Gloria Ann Stillman
Part IV Reflection and Conclusion
15 Mathematics Knowledge for Teaching: What Have We Learned?
277(12)
Tim Rowland
16 Some Remarks on the Preparation of Mathematics Teachers in China
289(16)
Hung-Hsi Wu
About the Contributors 305(8)
Index 313