How Chinese acquire and improve mathematics knowledge for teaching /:
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...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Leiden :
Brill Sense,
©2018.
|
| Schriftenreihe: | Mathematics teaching and learning ;
volume 4 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9463512365 9789463512367 |
Internformat
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1022084671 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 180205s2018 ne ob 001 0 eng | ||
| 010 | |a 2018005275 | ||
| 040 | |a DLC |b eng |e rda |e pn |c DLC |d OCLCO |d OCLCF |d OCLCQ |d BRX |d N$T |d YDX |d EBLCP |d UAB |d OCLCQ |d NRC |d K6U |d OCLCO |d OCLCQ |d YWS |d OCLCQ |d OCLCO |d OCLCQ |d OCLCL | ||
| 020 | |a 9463512365 | ||
| 020 | |a 9789463512367 |q (electronic bk.) | ||
| 020 | |z 9789463512343 |q (pbk. ; |q alk. paper) | ||
| 035 | |a (OCoLC)1022084671 | ||
| 042 | |a pcc | ||
| 043 | |a a-cc--- | ||
| 050 | 1 | 0 | |a QA10.5 |
| 072 | 7 | |a MAT |x 039000 |2 bisacsh | |
| 072 | 7 | |a MAT |x 023000 |2 bisacsh | |
| 072 | 7 | |a MAT |x 026000 |2 bisacsh | |
| 082 | 7 | |a 510.71 |2 23 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a How Chinese acquire and improve mathematics knowledge for teaching / |c edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). |
| 263 | |a 1802 | ||
| 264 | 1 | |a Leiden : |b Brill Sense, |c ©2018. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 490 | 0 | |a Mathematics teaching and learning ; |v volume 4 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher; resource not viewed. | |
| 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. | |
| 650 | 0 | |a Mathematics |x Vocational guidance |z China. | |
| 650 | 6 | |a Professeurs de mathématiques |x Formation |z Chine. | |
| 650 | 7 | |a MATHEMATICS |x Essays. |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS |x Pre-Calculus. |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS |x Reference. |2 bisacsh | |
| 650 | 7 | |a Mathematics teachers |x Training of |2 fast | |
| 650 | 7 | |a Mathematics |x Vocational guidance |2 fast | |
| 651 | 7 | |a China |2 fast | |
| 700 | 1 | |a Li, Yeping, |e editor. | |
| 700 | 1 | |a Huang, Rongjin, |e editor. | |
| 758 | |i has work: |a How Chinese acquire and improve mathematics knowledge for teaching (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG6pGkGtMbxDJv9KkMP4v3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t How Chinese acquire and improve mathematics knowledge for teaching. |d Leiden : Brill Sense, ©2018 |z 9789463512343 |w (DLC) 2018002413 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2090942 |3 Volltext |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5739992 | ||
| 938 | |a EBSCOhost |b EBSC |n 2090942 | ||
| 938 | |a YBP Library Services |b YANK |n 16130039 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1022084671 |
|---|---|
| _version_ | 1816882412779470848 |
| adam_text | |
| any_adam_object | |
| author2 | Li, Yeping Huang, Rongjin |
| author2_role | edt edt |
| author2_variant | y l yl r h rh |
| author_additional | Yeping Li and Rongjin Huang -- Huk-Yuen Law , Hak Ping Tam , Xianhan Huang and Yu-Jen Lu -- Feng-Jui Hsieh , Sin-Sheng Lu , Chia-Jui Hsieh , Shu-Zhi Tang and Ting-Ying Wang -- Martina Döhrmann , Gabriele Kaiser and Sigrid Blömeke -- Shu Xie , Yun-Peng MA and Wei Chen -- Yingkang Wu and Rongjin Huang -- Zhiqiang Yuan and Rongjin Huang -- Despina Potari -- Shuping Pu , Xuhua Sun and Yeping Li -- Xingfeng Huang and Rongjin Huang -- Yudong Yang and Bo Zhang -- Su Liang -- Gloria Ann Stillman -- Tim Rowland -- Hung-Hsi Wu -- |
| author_facet | Li, Yeping Huang, Rongjin |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | QA10 |
| callnumber-raw | QA10.5 |
| callnumber-search | QA10.5 |
| callnumber-sort | QA 210.5 |
| callnumber-subject | QA - Mathematics |
| collection | ZDB-4-EBA |
| contents | 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. |
| ctrlnum | (OCoLC)1022084671 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06200cam a22006258i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1022084671</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">180205s2018 ne ob 001 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2018005275</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">DLC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">BRX</subfield><subfield code="d">N$T</subfield><subfield code="d">YDX</subfield><subfield code="d">EBLCP</subfield><subfield code="d">UAB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">NRC</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">YWS</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9463512365</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789463512367</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789463512343</subfield><subfield code="q">(pbk. ;</subfield><subfield code="q">alk. paper)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1022084671</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">a-cc---</subfield></datafield><datafield tag="050" ind1="1" ind2="0"><subfield code="a">QA10.5</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">MAT</subfield><subfield code="x">039000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">MAT</subfield><subfield code="x">023000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">MAT</subfield><subfield code="x">026000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">510.71</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">How Chinese acquire and improve mathematics knowledge for teaching /</subfield><subfield code="c">edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA).</subfield></datafield><datafield tag="263" ind1=" " ind2=" "><subfield code="a">1802</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Leiden :</subfield><subfield code="b">Brill Sense,</subfield><subfield code="c">©2018.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Mathematics teaching and learning ;</subfield><subfield code="v">volume 4</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record and CIP data provided by publisher; resource not viewed.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="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.</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Front Matter --</subfield><subfield code="t">Copyright page --</subfield><subfield code="t">Acknowledgements --</subfield><subfield code="t">Introduction and Perspectives --</subfield><subfield code="t">Teachers' Acquisition and Improvement of Mathematical Knowledge for Teaching in China /</subfield><subfield code="r">Yeping Li and Rongjin Huang --</subfield><subfield code="t">Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan /</subfield><subfield code="r">Huk-Yuen Law , Hak Ping Tam , Xianhan Huang and Yu-Jen Lu --</subfield><subfield code="t">The Conception of Mathematics Teachers' Literacy for Teaching from a Historical Perspective /</subfield><subfield code="r">Feng-Jui Hsieh , Sin-Sheng Lu , Chia-Jui Hsieh , Shu-Zhi Tang and Ting-Ying Wang --</subfield><subfield code="t">The Conception of Mathematics Knowledge for Teaching from an International Perspective /</subfield><subfield code="r">Martina Döhrmann , Gabriele Kaiser and Sigrid Blömeke --</subfield><subfield code="t">Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation --</subfield><subfield code="t">Elementary Mathematics Teacher Preparation in China /</subfield><subfield code="r">Shu Xie , Yun-Peng MA and Wei Chen --</subfield><subfield code="t">Secondary Mathematics Teacher Preparation in China /</subfield><subfield code="r">Yingkang Wu and Rongjin Huang --</subfield><subfield code="t">Pedagogical Training for Prospective Mathematics Teachers in China /</subfield><subfield code="r">Zhiqiang Yuan and Rongjin Huang --</subfield><subfield code="t">Mathematics Teacher Preparation in China /</subfield><subfield code="r">Despina Potari --</subfield><subfield code="t">Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development --</subfield><subfield code="t">How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies? /</subfield><subfield code="r">Shuping Pu , Xuhua Sun and Yeping Li --</subfield><subfield code="t">Experienced Teacher's Learning through a Master Teacher Workstation Program /</subfield><subfield code="r">Xingfeng Huang and Rongjin Huang --</subfield><subfield code="t">In-Service Mathematics Teachers' Professional Learning in Teaching Research Group /</subfield><subfield code="r">Yudong Yang and Bo Zhang --</subfield><subfield code="t">Learning from Developing and Observing Public Lessons /</subfield><subfield code="r">Su Liang --</subfield><subfield code="t">Improving Teachers' Expertise and Teaching Through Apprenticeship Practice in Mainland China /</subfield><subfield code="r">Yeping Li and Rongjin Huang --</subfield><subfield code="t">Learning and Improving MKT through Teaching and Professional Development Mechanisms /</subfield><subfield code="r">Gloria Ann Stillman --</subfield><subfield code="t">Reflection and Conclusion --</subfield><subfield code="t">Mathematics Knowledge for Teaching /</subfield><subfield code="r">Tim Rowland --</subfield><subfield code="t">Some Remarks on the Preparation of Mathematics Teachers in China /</subfield><subfield code="r">Hung-Hsi Wu --</subfield><subfield code="t">Back Matter --</subfield><subfield code="t">About the Contributors.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Mathematics teachers</subfield><subfield code="x">Training of</subfield><subfield code="z">China.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Mathematics</subfield><subfield code="x">Vocational guidance</subfield><subfield code="z">China.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Professeurs de mathématiques</subfield><subfield code="x">Formation</subfield><subfield code="z">Chine.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS</subfield><subfield code="x">Essays.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS</subfield><subfield code="x">Pre-Calculus.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS</subfield><subfield code="x">Reference.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mathematics teachers</subfield><subfield code="x">Training of</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mathematics</subfield><subfield code="x">Vocational guidance</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">China</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Li, Yeping,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Huang, Rongjin,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">How Chinese acquire and improve mathematics knowledge for teaching (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCG6pGkGtMbxDJv9KkMP4v3</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">How Chinese acquire and improve mathematics knowledge for teaching.</subfield><subfield code="d">Leiden : Brill Sense, ©2018</subfield><subfield code="z">9789463512343</subfield><subfield code="w">(DLC) 2018002413</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2090942</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL5739992</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2090942</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">16130039</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| geographic | China fast |
| geographic_facet | China |
| id | ZDB-4-EBA-on1022084671 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:28:12Z |
| institution | BVB |
| isbn | 9463512365 9789463512367 |
| language | English |
| lccn | 2018005275 |
| oclc_num | 1022084671 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | Brill Sense, |
| record_format | marc |
| series2 | Mathematics teaching and learning ; |
| spelling | How Chinese acquire and improve mathematics knowledge for teaching / edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). 1802 Leiden : Brill Sense, ©2018. 1 online resource text txt rdacontent computer n rdamedia online resource nc rdacarrier Mathematics teaching and learning ; volume 4 Includes bibliographical references and index. Print version record and CIP data provided by publisher; resource not viewed. 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. 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. Mathematics teachers Training of China. Mathematics Vocational guidance China. Professeurs de mathématiques Formation Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics teachers Training of fast Mathematics Vocational guidance fast China fast Li, Yeping, editor. Huang, Rongjin, editor. has work: How Chinese acquire and improve mathematics knowledge for teaching (Text) https://id.oclc.org/worldcat/entity/E39PCG6pGkGtMbxDJv9KkMP4v3 https://id.oclc.org/worldcat/ontology/hasWork Print version: How Chinese acquire and improve mathematics knowledge for teaching. Leiden : Brill Sense, ©2018 9789463512343 (DLC) 2018002413 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2090942 Volltext |
| spellingShingle | How Chinese acquire and improve mathematics knowledge for teaching / 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. Mathematics teachers Training of China. Mathematics Vocational guidance China. Professeurs de mathématiques Formation Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics teachers Training of fast Mathematics Vocational guidance fast |
| title | How Chinese acquire and improve mathematics knowledge for teaching / |
| title_alt | 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. |
| title_auth | How Chinese acquire and improve mathematics knowledge for teaching / |
| title_exact_search | How Chinese acquire and improve mathematics knowledge for teaching / |
| title_full | How Chinese acquire and improve mathematics knowledge for teaching / edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). |
| title_fullStr | How Chinese acquire and improve mathematics knowledge for teaching / edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). |
| title_full_unstemmed | How Chinese acquire and improve mathematics knowledge for teaching / edited by Yeping Li (Texas A & M University, USA and Shanghai Normal University, China) and Rongjin Huang (Middle Tennessee State University, USA). |
| title_short | How Chinese acquire and improve mathematics knowledge for teaching / |
| title_sort | how chinese acquire and improve mathematics knowledge for teaching |
| topic | Mathematics teachers Training of China. Mathematics Vocational guidance China. Professeurs de mathématiques Formation Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics teachers Training of fast Mathematics Vocational guidance fast |
| topic_facet | Mathematics teachers Training of China. Mathematics Vocational guidance China. Professeurs de mathématiques Formation Chine. MATHEMATICS Essays. MATHEMATICS Pre-Calculus. MATHEMATICS Reference. Mathematics teachers Training of Mathematics Vocational guidance China |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2090942 |
| work_keys_str_mv | AT liyeping howchineseacquireandimprovemathematicsknowledgeforteaching AT huangrongjin howchineseacquireandimprovemathematicsknowledgeforteaching |