TY - BOOK ID - 85245157 TI - How Chinese acquire and improve mathematics knowledge for teaching AU - Li, Yeping AU - Huang, Rongjin PY - 2018 SN - 9463512365 9463512357 9789463512367 9789463512343 PB - Leiden DB - UniCat KW - Mathematics teachers KW - Mathematics KW - Math KW - Science KW - Teachers KW - Mathematics as a profession KW - Training of KW - Vocational guidance KW - Training of. KW - Vocational guidance. KW - Education KW - Teacher training KW - China. KW - 1949 KW - -Bu̇gd Naĭramdakh Dundad Ard Uls KW - Bu̇gu̇de Nayiramdaqu Dumdadu Arad Ulus KW - Bu̇gu̇de Nayiramdaxu Dundadu Arad Ulus KW - Catay KW - Cathay KW - Central Government of the People's Republic of China KW - Central People's Government of Communist China KW - China KW - Chine KW - Chinese National Government KW - Chinese People's Republic KW - Chūka Jinmin Kyōwakoku KW - Chung-hua chung yang jen min kung ho kuo KW - Chung-hua jen min kung ho kuo KW - Chung-hua min kuo KW - Chung-kuo KW - Chung-kuo kuo min cheng fu KW - Chung yang jen min cheng fu KW - Cina KW - Činská lidová republika KW - Dumdad Uls KW - Dumdadu Ulus KW - Erets Sin KW - Jhonggu KW - Jumhūriyat al-Ṣīn al-Shaʻbīyah KW - Khi͡atad KW - Kínai Népköztársaság KW - Kin KW - Kitad KW - Kita KW - Kitaĭskai͡a Narodnai͡a Respublika KW - Kitajska KW - KNR KW - Kytaĭsʹka Narodna Respublika KW - National Government KW - P.R. China KW - People's Republic of China KW - PR China KW - Republic KW - Republic of China KW - República Popular China KW - Republik Rakjat Tiongkok KW - République Populaire de Chine KW - RRC KW - RRT KW - Sāthāranarat Prachāchon Čhīn KW - VR China KW - VRChina KW - Zhong guo KW - Zhong hua ren min gong he guo KW - Zhongguo KW - Zhonghua Renmin Gongheguo KW - Zhonghuaminguo KW - -BNKhAU KW - Bu̇gd Naĭramdakh Dundad Ard Uls KW - P.R.C. KW - PRC UR - https://www.unicat.be/uniCat?func=search&query=sysid:85245157 AB - 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. ER -