ISBN:
9783658030971
Language:
English
Pages:
Online-Ressource (XX, 321 p. 25 illus, online resource)
Series Statement:
Perspektiven der Mathematikdidaktik
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als
Keywords:
Mathematics
;
Education
;
Education
;
Mathematics
Abstract:
The 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. Contents · Conception of Expert Mathematics Teachers · Beliefs and Knowledge of Expert Mathematics Teachers · Classroom Teaching Practice and Sociocultural Influences Target Groups · Researchers, academics and scholars of mathematics and didactics · Teachers The Author Dr. Xinrong Yang works as an associate professor at the Southwest University, Chongqing, P. R. China. The Editor(s) The series Perspektiven der Mathematikdidaktik is edited by Prof. Dr. Gabriele Kaiser, Prof. Dr. Rita Borromeo Ferri, and Prof. Dr. Werner Blum
Description / Table of Contents:
Foreword; Abstract; Acknowledgements; Contents; List of Figures; List of Tables; Chapter One Introduction; 1.1 Background to the Problem; 1.2 Rationale of the Study; 1.3 Research Questions of the Study; 1.4 Significance of the Study; 1.5 Outline of the Study; Chapter Two Theoretical Orientations and Literature Review; 2.1 Introduction; 2.2 Theoretical Perspective of the Study; 2.2.1 Views of concepts; 2.2.2 A prototype approach to teaching expertise; 2.3 Theoretical Underpinnings of the Study; 2.3.1 Sociocultural theory; 2.3.2 Sociocultural theory and mathematics education
Description / Table of Contents:
2.3.3 A framework for this study2.4 Literature Review; 2.4.1 Studies on expert teacher; 2.4.2 Studies on expert mathematics teacher; 2.4.3 Summary of literature review; 2.5 Summary of the Chapter; Chapter Three Research Background; 3.1 Introduction; 3.2 The Role of Teachers in Chinese Culture; 3.2.1 The role of teachers under traditional Chinese culture; 3.2.2 The role of teachers under contemporary Chinese culture; 3.3 Mathematics Teacher Education in Mainland China; 3.3.1 A brief history of teacher education in mainland China; 3.3.2 Pre-service mathematics teacher education
Description / Table of Contents:
3.3.3 In-service mathematics teacher education3.4 Regulation of Teacher Qualifications and Promotion Policy; 3.5 Basic Education and Assessment System; 3.6 Mathematics Curriculum and Textbooks in Mainland China; 3.6.1 A brief history of mathematics curriculum development; 3.6.2 Characteristics of curriculum system and mathematics textbooks; 3.7 Summary of the Chapter; Chapter Four Research Methodology and Design of the Study; 4.1 Introduction; 4.2 Justification for Choosing Qualitative Research; 4.2.1 The features of qualitative research; 4.2.2 Why choose qualitative research as methodology
Description / Table of Contents:
4.3 Research Design4.4 Research Site and Participants; 4.4.1 Introduction and rationale to research site; 4.4.2 Process of choosing participants; 4.4.3 Basic information of participants; 4.5 Data Collection Methods; 4.5.1 Semi-structured interview; 4.5.2 Classroom observation; 4.5.3 Documents; 4.6 Data Analysis; 4.6.1 Interview data; 4.6.2 Observation data; 4.6.3 Documentary data; 4.7 Validity of the Study; 4.8 Research Ethics; 4.9 Summary of the Chapter; Chapter Five Conception of Expert Mathematics Teachers; 5.1 Introduction; 5.2 Knowledge; 5.2.1 Knowledge of Mathematics
Description / Table of Contents:
5.2.2 Knowledge of theory5.2.3 Knowledge of learners; 5.2.4 Knowledge of curriculum; 5.2.5 Knowledge about other subjects; 5.2.6 Discussion; 5.3 Ability; 5.3.1 Research ability; 5.3.2 Ability to mentor other teachers; 5.3.3 Teaching ability; 5.3.4 Discussion; 5.4 Other Traits; 5.4.1 Noble personality; 5.4.2 Working diligently and studying rigorously; 5.4.3 Wide horizons; 5.4.4 Strong social reputation; 5.4.5 Discussion; 5.5 Summary of the Chapter; Chapter Six Beliefs and Knowledge of Expert Mathematics Teachers; 6.1 Introduction; 6.2 Beliefs; 6.2.1 Beliefs about mathematics
Description / Table of Contents:
6.2.2 Beliefs about mathematics learning
Note:
Description based upon print version of record
DOI:
10.1007/978-3-658-03097-1
URL:
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