Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States - Couverture souple

Ma, Liping

Couverture souple

ISBN 10 : 0805829091 ISBN 13 : 9780805829099

Editeur : Lawrence Erlbaum Associates Inc, 1999

Synopsis

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 in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The studies described in this volume suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than mat 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.

A propos du livre

Présentation de l'éditeur

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.

Détails de l'édition

• Éditeur: Lawrence Erlbaum Associates Inc
• Date d'édition: 1999
• Langue: anglais
• ISBN 10: 0805829091
• ISBN 13: 9780805829099
• Reliure: Broché
• Nombre de pages: 192
• Coordonnées du fabricant: non disponible
• Personne responsable: non disponible