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Knowing and Teaching Elementary Mathematics: Teach
US $6.49
ApproximatelyC $8.98
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- Buy It NowKnowing and Teaching Elementary Mathematics: Teach
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eBay item number:144931182359
Item specifics
- Condition
- Book title
- Knowing and Teaching Elementary Mathematics: Teachers'
- ISBN
- 9780805829099
About this product
Product Identifiers
Publisher
Routledge
ISBN-10
0805829091
ISBN-13
9780805829099
eBay Product ID (ePID)
889201
Product Key Features
Number of Pages
192 Pages
Publication Name
Knowing and Teaching Elementary Mathematics : Teachers' Understanding of Fundamental Mathematics in China and the United States
Language
English
Publication Year
1999
Subject
General, Teaching Methods & Materials / Mathematics, Comparative
Type
Textbook
Subject Area
Education
Series
Studies in Mathematical Thinking and Learning Ser.
Format
Uk-B Format Paperback
Dimensions
Item Height
0.5 in
Item Weight
12 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
99-017342
Dewey Edition
22
Illustrated
Yes
Dewey Decimal
372.70973
Table Of Content
Contents: Foreword. Acknowledgments. Introduction. Subtraction With Regrouping: Approaches to Teaching a Topic. Multidigit Number Multiplication: Dealing With Students' Mistakes. Generating Representations: Division by Fractions. Exploring New Knowledge: The Relationship Between Perimeter and Area. Teachers' Subject Matter Knowledge: Profound Understanding of Fundamental Mathematics. Profound Understanding of Fundamental Mathematics: When and How Is It Attained. Conclusion.
Synopsis
Documents differences between Chinese & US teachers' knowledge of mathematics for teaching & suggests how Chinese teachers' understanding contributes to their teaching competence and their students' success., Chinese students typically outperform U.S. students on international comparisons of mathematics competency. Paradoxically, Chinese teachers receive far less education than U.S. teachers--11 to 12 years of schooling versus 16 to 18 years of schooling. Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives. Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
LC Classification Number
QA135.5.M22 1999
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Product ratings and reviews
Most relevant reviews
- Apr 15, 2020
Great for math teachers!
Verified purchase: YesCondition: Pre-OwnedSold by: thrift.books