ISBN:
9783658036720
Sprache:
Englisch
Seiten:
Online-Ressource (XXI, 179 p. 23 illus, online resource)
Serie:
Perspektiven der Mathematikdidaktik
Serie:
SpringerLink
Serie:
Bücher
Paralleltitel:
Druckausg. Huang, Rongjin Prospective mathematics teachers’ knowledge of algebra
Schlagwort(e):
Mathematics
;
Education
;
Education
;
Mathematics
;
USA
;
China
;
Mathematiklehrer
;
Algebra
;
Fachwissen
Kurzfassung:
Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and their structure of knowledge of algebra for teaching is much more interconnected. They show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching. Contents · Knowledge Needed for Teaching · Mathematics Teacher Education in China and the U.S.A. · Instrumentation, Data Collection, and Data Analysis · Comparison of Knowledge of Algebra for Teaching (KAT) between China and the U.S.A. · Relationship among Different Components of KAT · Comparison of KTCF between China and the U.S.A. Target Groups · Researchers, academics, and scholars of mathematics and didactics · Teachers The Author Dr. Rongjin Huang works as an associate Professor at the Middle Tennessee State University, U.S.A
Beschreibung / Inhaltsverzeichnis:
Foreword; Acknowledgments; Table of Contents; Figures; Tables; Nomenclature; 1 Chapter One: Introduction; 1.1 Background; 1.2 Statement of Purpose; 1.3 Research Questions; 1.4 Delimitations; 2 Chapter Two: Literature Review; 2.1 Knowledge Needed for Teaching; 2.2 Mathematics Knowledge for Teaching; 2.3 Teachers' Knowledge of Algebra for Teaching; 2.4 Mathematics Knowledge for Teaching Some Key Concepts in Algebra; 2.4.1 Teaching and Learning of the Concept of Function; 2.4.2 Teaching and Learning of Expressions and Equations Expressions.
Beschreibung / Inhaltsverzeichnis:
2.4.3 Two Perspectives about the Concept of Function: A Case Study of Quadratic Function2.4.4 Flexibility in Learning the Concept of Function: A Case Study of Quadratic Function.; 2.5 Mathematics Teacher Education Systems in China and the U.S.; 2.5.1 Mathematics Teacher Education in China; 2.5.2 Mathematics Teacher Education in the U.S.; 2.6 Comparative Studies on Teachers' Knowledge for Teaching between China and the U.S.; 2.7 Conclusion; 3 Chapter Three: Methodology; 3.1 Instrumentation; 3.1.1 Content Appropriateness; 3.1.2 Translation Equivalence
Beschreibung / Inhaltsverzeichnis:
3.1.3 Appropriateness of the Survey from Teachers' Perspectives3.1.4 Measuring Knowledge for Teaching the Concept of Function; 3.2 Data Collection; 3.2.1 Chinese Data Collection; 3.2.2 U.S. Data Collection; 3.2.3 Interview of the Selected U.S. Participants; 3.3 Data Analysis; 3.3.1 Quantifying the Data; 3.3.2 Inter-Rater Reliability; 3.3.3 Developing Categories of Different Strategies of Solving OpenendedItems; 3.3.4 Quantitative Analysis; 3.3.5 Interview Data Analysis; 3.4 Framework for Data Analysis; 3.5 Conclusion; 4 Chapter Four: Results; 4.1 Comparison of KAT between China and the U.S.
Beschreibung / Inhaltsverzeichnis:
4.1.1 Reliability of the Instrument4.1.2 The Mean Differences of Items and Components between China and the U.S.; 4.1.3 Analysis of Selected Multiple Choice Items; 4.2 Relationship among Components of KAT in China and the U.S.; 4.2.1 Path Model Analysis; 4.3 Comparisons of KTCF between China and the U.S.; 4.3.1 Logical Reasoning in Matrix System; 4.3.2 Flexibility in Adopting Perspectives of Function Concept; 4.3.3 Flexibility in Using and Shifting Different Representations; 4.4 An Analysis of Correlation between Flexibility and Other Variables; 4.5 Summary of the Findings
Beschreibung / Inhaltsverzeichnis:
4.5.1 The Differences and Similarities of KAT in Chinese and U.S. Prospective Teachers4.5.2 The Relationship between Different Components of KAT; 4.5.3 Difference and Similarities of Knowledge for Teaching the Concept of functions; 4.5.4 The Relationship between KAT and Courses Taken; 5 Chapter Five: Conclusion and Discussion; 5.1 Conclusion; 5.1.1 Knowledge of Algebra for Teaching in China and the U.S.; 5.1.2 The Relationship between Different Components of KAT; 5.1.3 The Difference and Similarities of Knowledge for Teaching the Concept of Functions
Beschreibung / Inhaltsverzeichnis:
5.1.4 The Relationship between Prospective Teachers' KAT and Their Course Taking
Anmerkung:
Description based upon print version of record
DOI:
10.1007/978-3-658-03672-0
URL:
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