How Chinese Acquire and Improve Mathematics Knowledge for Teaching

Erscheinungsjahr 2018
ISBN: 978-94-6351-235-0
Verlag: Brill

Buch, Englisch, Band 4, 320 Seiten, Format (B × H): 157 mm x 239 mm, Gewicht: 590 g

Reihe: Mathematics Teaching and Learning

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.

Autoren/Hrsg.

Li, Yeping

Huang, Rongjin

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Acknowledgements vii

Part I: Introduction and Perspectives

1. Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China 3
Yeping Li and Rongjin Huang

2. Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan 9
Huk-Yuen Law, Hak Ping Tam, Xianhan Huang and Yu-Jen Lu

3. The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective 37
Feng-Jui Hsieh, Sin-Sheng Lu, Chia-Jui Hsieh, Shu-Zhi Tang and Ting-Ying Wang

4. The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study 57
Martina Döhrmann, Gabriele Kaiser and Sigrid Blömeke

Part II: Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation

5. Elementary Mathematics Teacher Preparation in China 85
Shu Xie, Yun-peng Ma and Wei Chen

6. Secondary Mathematics Teacher Preparation in China 109
Yingkang Wu and Rongjin Huang

7. Pedagogical Training for Prospective Mathematics Teachers in China 137
Zhiqiang Yuan and Rongjin Huang

8. Mathematics Teacher Preparation in China: What Do We Learn? 153
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
Shuping Pu, Xuhua Sun and Yeping Li

10. Experienced Teacher’s Learning through a Master Teacher Workstation Program: A Case Study 185
Xingfeng Huang and Rongjin Huang

11. In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group: A Case Study from China 209
Yudong Yang and Bo Zhang

12. Learning from Developing and Observing Public Lessons 225
Su Liang

13. Improving Teachers’ Expertise and Teaching through Apprenticeship Practice in Mainland China: Case Studies 241
Yeping Li and Rongjin Huang

14. Learning and Improving MKT through Teaching and Professional Development Mechanisms 263
Gloria Ann StillmanPart IV: Reflection and Conclusion

15. Mathematics Knowledge for Teaching: What Have We Learned? 277
Tim Rowland

16. Some Remarks on the Preparation of Mathematics Teachers in China 289
Hung-Hsi Wu

About the Contributors 305

Index 313

Über Autor(innen)

Yeping Li is a Professor of Mathematics Education at the Department of Teaching, Learning, and Culture at Texas A&M University, USA.

Rongjin Huang is a professor at Middle Tennessee State University, USA.