Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book presents a new and important scholarship on teaching, at the time when studies on teaching in teacher education are long overdue. This book is designed to put together such a set of chapters contributed by those teacher educators who are not only taking teaching as a professional practice, but also upholding teaching improvement as a scholarly pursuit that needs collaboration and systematic studies. Teaching at Work refers to not only the importance of effective teaching in K-12 classrooms and teacher preparation, but also the importance of taking teaching and its improvement as a subject of scholarly studies. In the field of teacher preparation, this book aims to make timely knowledge contribution and is positioned to stimulate further discussion and exploration on teaching and its improvement. The book contains 13 chapters by 35 scholars in the United States. This collection presents many innovative teaching practices and approaches as well as provides new insights into this topic of interest to teacher educators, researchers, and graduate students who wish to learn about various teaching approaches and practices for advancing teacher preparation.

Teachers -- Training of -- United States. --- Teachers -- Training of. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Teachers --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Expertise in Mathematics Instruction An International Perspective Yeping Li, Gabriele Kaiser, editors While the concept of the expert educator is far from being new, and the process of acquiring expertise as an instructor has long been of interest to researchers, the specifics of expertise in the teaching of mathematics remain difficult to describe it theoretically and to evaluate it empirically. To improve this situation, Expertise in Mathematics Instruction takes a unique approach to present new research from multiple Western and Eastern countries, offering a comprehensive picture of the components making up this elusive competency, and how these elements contribute to the teaching process in different educational systems and cultural contexts. The book is organized to probe three universal themes: identifying expert teachers, specifying and analyzing teacher expertise in mathematics education, and understanding expertise in mathematics education as it is perceived and valued in different cultures. From this richly inspiring collection, readers may better understand—and possibly rethink—their own policies and practices as mathematics educators, teacher educators or researchers. Some highlights of the volume: • Roles of the expert mathematics teacher envisioned in the West and the East. • Profiles of teacher expertise in mathematics instruction identified in the East and West. • Enabling a significant role for students in classroom discourse. • Developing expertise in using textbooks to teach mathematics. • Cross-national comparative results on teachers’ qualifications and practices. Expertise in Mathematics Instruction brings invaluable insights to mathematics educators and teacher educators who wish to help teachers improve their competence, and to researchers studying this critical aspect of mathematics pedagogy.

Mathematics -- Study and teaching (Elementary). --- Education --- Mathematics --- Social Sciences --- Physical Sciences & Mathematics --- Education, Special Topics --- Mathematics Teaching & Research --- Study and teaching. --- Study and teaching --- Research. --- Education. --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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.

Mathematics teachers --- Mathematics --- Math --- Science --- Teachers --- Mathematics as a profession --- Training of --- Vocational guidance --- Training of. --- Vocational guidance. --- Education --- Teacher training --- China. --- 1949 --- -Bu̇gd Naĭramdakh Dundad Ard Uls --- Bu̇gu̇de Nayiramdaqu Dumdadu Arad Ulus --- Bu̇gu̇de Nayiramdaxu Dundadu Arad Ulus --- Catay --- Cathay --- Central Government of the People's Republic of China --- Central People's Government of Communist China --- China --- Chine --- Chinese National Government --- Chinese People's Republic --- Chūka Jinmin Kyōwakoku --- Chung-hua chung yang jen min kung ho kuo --- Chung-hua jen min kung ho kuo --- Chung-hua min kuo --- Chung-kuo --- Chung-kuo kuo min cheng fu --- Chung yang jen min cheng fu --- Cina --- Činská lidová republika --- Dumdad Uls --- Dumdadu Ulus --- Erets Sin --- Jhonggu --- Jumhūriyat al-Ṣīn al-Shaʻbīyah --- Khi͡atad --- Kínai Népköztársaság --- Kin --- Kitad --- Kita --- Kitaĭskai͡a Narodnai͡a Respublika --- Kitajska --- KNR --- Kytaĭsʹka Narodna Respublika --- National Government --- P.R. China --- People's Republic of China --- PR China --- Republic --- Republic of China --- República Popular China --- Republik Rakjat Tiongkok --- République Populaire de Chine --- RRC --- RRT --- Sāthāranarat Prachāchon Čhīn --- VR China --- VRChina --- Zhong guo --- Zhong hua ren min gong he guo --- Zhongguo --- Zhonghua Renmin Gongheguo --- Zhonghuaminguo --- -BNKhAU --- Bu̇gd Naĭramdakh Dundad Ard Uls --- P.R.C. --- PRC

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers’ expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction. Classroom instruction is commonly seen as one of the key factors contributing to students’ learning of mathematics, but much remains to be understood about teachers’ instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems. Transforming Mathematics Instruction is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including: - Identifying what is important in mathematics for teaching and learning emphasized in different approaches; - Exploring how students’ learning is considered and facilitated through different approaches and practices; - Understanding the nature of various approaches that are valued in different systems and cultural contexts; - Probing culturally valued approaches in identifying and evaluating effective instructional practices. The book brings new research and insights into multiple approaches and practices for transforming mathematics instruction to the international community of mathematics education, with 25 chapters and four section prefaces contributed by 56 scholars from 10 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, teacher educators, curriculum developers, and graduate students interested in learning about different instructional practices, approaches for instructional transformation, and research in different education systems.

Mathematics --- Study and teaching. --- Mathematics. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- International and Comparative Education. --- Math --- Science --- Mathematics—Study and teaching . --- Teaching. --- Learning. --- Instruction. --- International education . --- Comparative education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- History

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book is inspired by Roger E. Howe's contributions to the international communities of mathematics and mathematics education. Renowned for his research contributions in the fields of representation theory, automorphic forms, harmonic analysis, and invariant theory, Dr. Howe has also fundamentally deepened our understanding of the mathematics taught in the early school grades and has challenged and stimulated mathematicians and mathematics educators to work together to examine this part of the mathematical universe more critically and in imaginative new ways.  This volume will help summarize and highlight Howe's contributions to several topic areas in mathematics education, demonstrating the possibility and importance of engaging mathematicians in high-impact research in mathematics education, and showcasing the importance of cross-disciplinary collaboration and exchange.

Education. --- Mathematics. --- Mathematics --- Mathematics Education. --- Mathematics, general. --- Study and teaching. --- Math --- Science --- Mathematics—Study and teaching .