Conception and Characteristics of Expert Mathematics Teachers in China
Author: Xinrong Yang
Publisher:
Published: 2013
Total Pages: 340
ISBN-13: 9783658030988
DOWNLOAD EBOOKPosts
Conception and Characteristics of Expert Mathematics Teachers in China
Author: Xinrong Yang
Publisher: Open Dissertation Press
Published: 2017-01-26
Total Pages:
ISBN-13: 9781360990675
DOWNLOAD EBOOKThis dissertation, "Conception and Characteristics of Expert Mathematics Teachers in China" by Xinrong, Yang, 杨新荣, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4514320 Subjects: Mathematics teachers - China
Conception and Characteristics of Expert Mathematics Teachers in China
Author: Xinrong Yang (Ph. D.)
Publisher:
Published: 2010
Total Pages: 377
ISBN-13:
DOWNLOAD EBOOKConception and Characteristics of Expert Mathematics Teachers in China
Author: Xinrong Yang
Publisher: Springer Science & Business Media
Published: 2013-08-23
Total Pages: 335
ISBN-13: 3658030976
DOWNLOAD EBOOKThe superior performance of East Asian students in recent international studies of mathematics achievement has attracted the attention of educators and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this study of teacher expertise and shows that some of the roles expected to be played by expert mathematics teachers in China, such as being at the same time a researcher, a mentor, an expert in examination, and an exemplary model, are quite different from the roles expected of an expert teacher in Western cultures. In addition, some characteristics of expert mathematics teachers the author identifies are different from those reported in previous studies. Examples include the expert mathematics teachers ́ contemporary-constructivist oriented beliefs about mathematics and its learning and teaching, and their ability to teach with flexibility, balance, and coherence.
How Chinese Teach Mathematics and Improve Teaching
Author: Yeping Li
Publisher: Routledge
Published: 2013
Total Pages: 254
ISBN-13: 0415896010
DOWNLOAD EBOOKHow Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer a truly systematic examination of some important and distinctive features of mathematics classroom instruction. Viewing classroom instruction as part of teachers' instructional practices, this book goes beyond teachers' in-classroom instructional practice by also examining Chinese teachers' approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction.
Teachers of Mathematics Working and Learning in Collaborative Groups
Author: Hilda Borko
Publisher: Springer Nature
Published:
Total Pages: 462
ISBN-13: 303156488X
DOWNLOAD EBOOKPre-Service Teacher Education and Induction in Southwest China
Author: Ju Huang
Publisher: Springer
Published: 2018-09-12
Total Pages: 196
ISBN-13: 331996478X
DOWNLOAD EBOOKThis book is a narrative inquiry that focuses on four participating Chinese teacher candidates’ cross-cultural learning in Canada and stories of induction in Southwest China. Through the lens of “three-dimensional inquiry space” and “reciprocal learning in teacher education,” the author explores the influence of cross-cultural experiences on the dissonance of pedagogies, teacher-student relationships, socialization, and beliefs about teaching and learning that interweave global and national curriculum boundaries. The chapters provide insight into how Chinese beginning teachers struggle to voice and to socialize among a cacophony of past practices, lived experiences, and cross-cultural experiences.
PISA Equations and Inequalities Making Mathematics Accessible to All
Author: OECD
Publisher: OECD Publishing
Published: 2016-06-20
Total Pages: 224
ISBN-13: 9264258493
DOWNLOAD EBOOKMore than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom.
What Matters? Research Trends in International Comparative Studies in Mathematics Education
Author: Ji-Won Son
Publisher: Springer
Published: 2017-03-03
Total Pages: 442
ISBN-13: 3319511874
DOWNLOAD EBOOKThis book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan. The book offers multiple perspectives on the important factors that contribute to mathematics teaching and learning in different educational systems and cultural contexts. Using large scale data generated by numerous international comparative studies, the book analyzes and provides context for various methodological perspectives. The book raises compelling questions and issues for mathematics education researchers, leading to a critical examination of what can be learned from other education systems. Authors address four major research perspectives by critically examining cross-national similarities and differences, such as research on the influence of curriculum on student learning; research on institutional systems of mathematics teacher education; research on improving teacher knowledge and pedagogical approaches; and research using large-scale data. This collection of perspectives serves as a foundation for reviewing and analyzing the international comparative studies introduced in the book.
The SAGE Handbook of Research on Teacher Education
Author: D. Jean Clandinin
Publisher: SAGE
Published: 2017-06-14
Total Pages: 1565
ISBN-13: 1526415488
DOWNLOAD EBOOKThe SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.
