| 书目名称 | Improving Teacher Knowledge in K-12 Schooling |
| 副标题 | Perspectives on STEM |
| 编辑 | Xiaoxia A. Newton |
| 视频video | |
| 概述 | Includes extensive qualitative analyses of classroom mathematics teaching and learning.Illustrates the impact of the No Child Left Behind (NCLB) Act on the accountability system.Proposes a set of solu |
| 图书封面 |  |
| 描述 | This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.. |
| 出版日期 | Book 2018 |
| 关键词 | mathematics education; educational practice; qualitative analyses; teaching and learning; No Child Left |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-3-319-71207-9 |
| isbn_softcover | 978-3-030-10026-1 |
| isbn_ebook | 978-3-319-71207-9 |
| copyright | The Editor(s) (if applicable) and The Author(s) 2018 |
发表于 2025-3-21 16:18:36
