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Other titles in the Studies in Mathematical Thinking and Learning series:
Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States ((2ND)10 Edition)by Liping Ma
Synopses & ReviewsPlease note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments.
Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.
The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachersa (TM) mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the authora (TM)s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.
Book News Annotation:
Ma, an independent scholar who has worked at the Carnegie Foundation for the Advancement of Teaching and was a former elementary teacher in China, outlines the nature and development of the knowledge that elementary teachers in the US need to become effective math teachers and why such knowledge seems more common in China, despite their less formal education. She interviewed groups of American and Chinese teachers about four math topics and compare their responses here, arguing that Chinese teachers start with a better understanding of fundamental math. This edition has a new preface and series editor's introduction, a journal article examining the impact of the book, and a response by the author, who originally based the book on her doctoral dissertation. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)
Documents differences between Chinese & US teachers' knowledge of mathematics for teaching & suggests how Chinese teachers' understanding contributes to their teaching competence and their students' success.
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