Titlebook: Expertise in Mathematics Instruction; An International Per Yeping Li,Gabriele Kaiser Book 2011 Springer Science+Business Media, LLC 2011 Ma

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Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspectr the improvement of teacher expertise in mathematics instruction, this book takes a unique approach to present new research from multiple education systems in the East and West. In this introduction chapter, we highlight the background of this book project, three important issues probed in this book, and the book’s content structure and overview.

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Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertisefirst focused on exceptional experts, then studies evolved into studying expert performance relative to novices, with emphases on differences in their strategies of searching for a solution, the structure of knowledge, and finally in representation. Then three constructs emphasized in current resear

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Coordinating Characterizations of High Quality Mathematics Teaching: Probing the Intersectionefinition of “highly accomplished teaching” of mathematics used by the National Board for Professional Teaching Standards (NBPTS) in the United States, (b) the effective use of cognitively demanding tasks in the mathematics classroom, and (c) the use of innovative pedagogical strategies. We analyzed

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Expertise in Swiss Mathematics Instructiontures of instructional practice and quality as core components of classroom behavior that reflect the teacher’s expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three

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Responding to Students: Enabling a Significant Role for Students in the Class Discoursedly by the teacher, directing and shaping the classroom discourse, during different parts of the lesson. The main data source included 21 h of observations in two of this teacher’s classrooms. Analysis of the video-taped lessons showed that almost the entire whole-class work comprised of mathematica

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Teacher Expertise Explored as Mathematics for Teachingng. In this chapter teacher’s expertise is articulated as mathematics for teaching (MFT). A model, theorized from complex learning systems, is discussed in this chapter. It posits MFT as multi-layered and nested knowledge involving subjective understanding at the core, enveloped by an understanding

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