File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Mathematics teaching expertise development approaches and practices: Similarities and differences between Western and Eastern countries

TitleMathematics teaching expertise development approaches and practices: Similarities and differences between Western and Eastern countries
Authors
Issue Date2011
PublisherSpringer-Verlag. The Journal's web site is located at http://www.springer.com/dal/home/education?SGWID=1-40406-70-173713616-0
Citation
ZDM - The International Journal on Mathematics Education, 2011, v. 43 n. 6-7, p. 1007-1015 How to Cite?
AbstractThis paper comments on the other papers in this issue related to how 'mathematics teaching expertise' is conceptualized and the approaches employed to facilitate its development in Western and Eastern countries. Similarities and differences are found to exist in the conceptualization of mathematics teaching expertise and the development approaches employed. The papers in this issue share the similarity of exploring mathematics teaching expertise from the perspective of knowledge. Under the influence of this perspective, the approaches mentioned in the papers mainly focus on the development of teachers' knowledge. A feature in common among teacher development approaches employed in Western countries is to let teachers attend some courses or training programs designed or organized by mathematics teacher educators at universities. In contrast, teacher development approaches employed in Eastern countries, particularly those employed in Mainland China, are relatively more practical in nature and directly related to teachers' needs, like learning from observing exemplary teaching. This shows that the conception of mathematics teaching expertise and development approaches are culturally and contextually dependent. It is argued that a broader perspective of mathematics teaching expertise should be taken to explore mathematics teaching expertise and its development, and teacher expertise development should be conceptualized as a complex system rather than as some separated knowledge, skills and techniques. © FIZ Karlsruhe 2011.
Persistent Identifierhttp://hdl.handle.net/10722/160008
ISSN
2015 SCImago Journal Rankings: 0.926

 

DC FieldValueLanguage
dc.contributor.authorYang, Xen_US
dc.contributor.authorLeung, FKSen_US
dc.date.accessioned2012-08-16T06:00:20Z-
dc.date.available2012-08-16T06:00:20Z-
dc.date.issued2011en_US
dc.identifier.citationZDM - The International Journal on Mathematics Education, 2011, v. 43 n. 6-7, p. 1007-1015en_US
dc.identifier.issn1863-9690-
dc.identifier.urihttp://hdl.handle.net/10722/160008-
dc.description.abstractThis paper comments on the other papers in this issue related to how 'mathematics teaching expertise' is conceptualized and the approaches employed to facilitate its development in Western and Eastern countries. Similarities and differences are found to exist in the conceptualization of mathematics teaching expertise and the development approaches employed. The papers in this issue share the similarity of exploring mathematics teaching expertise from the perspective of knowledge. Under the influence of this perspective, the approaches mentioned in the papers mainly focus on the development of teachers' knowledge. A feature in common among teacher development approaches employed in Western countries is to let teachers attend some courses or training programs designed or organized by mathematics teacher educators at universities. In contrast, teacher development approaches employed in Eastern countries, particularly those employed in Mainland China, are relatively more practical in nature and directly related to teachers' needs, like learning from observing exemplary teaching. This shows that the conception of mathematics teaching expertise and development approaches are culturally and contextually dependent. It is argued that a broader perspective of mathematics teaching expertise should be taken to explore mathematics teaching expertise and its development, and teacher expertise development should be conceptualized as a complex system rather than as some separated knowledge, skills and techniques. © FIZ Karlsruhe 2011.-
dc.languageengen_US
dc.publisherSpringer-Verlag. The Journal's web site is located at http://www.springer.com/dal/home/education?SGWID=1-40406-70-173713616-0-
dc.relation.ispartofZDM - The International Journal on Mathematics Educationen_US
dc.rightsThe original publication is available at www.springerlink.com-
dc.titleMathematics teaching expertise development approaches and practices: Similarities and differences between Western and Eastern countriesen_US
dc.typeArticleen_US
dc.identifier.emailYang, X: yangxinrong178@yahoo.com.cnen_US
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLeung, FKS=rp00924en_US
dc.identifier.doi10.1007/s11858-011-0374-x-
dc.identifier.scopuseid_2-s2.0-84867449049-
dc.identifier.hkuros204876en_US
dc.identifier.volume43en_US
dc.identifier.issue6-7-
dc.identifier.spage1007en_US
dc.identifier.epage1015en_US
dc.publisher.placeGermany-
dc.identifier.citeulike9953922-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats