| 书目名称 | Mathematical Knowledge in Teaching |
| 编辑 | Tim Rowland,Kenneth Ruthven |
| 视频video | |
| 概述 | Addresses long term difficulty of inadequate content knowledge of teachers of mathematics.Offers both pedagogic and policy applications at a global level.Includes contributions from key authors from a |
| 丛书名称 | Mathematics Education Library |
| 图书封面 |  |
| 描述 | The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching. |
| 出版日期 | Book 2011 |
| 关键词 | cultural context; knowledge in teaching; knowledge quartet; mathematical knowledge; mathematics; mathemat |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-90-481-9766-8 |
| isbn_softcover | 978-94-007-3468-5 |
| isbn_ebook | 978-90-481-9766-8Series ISSN 0924-4921 Series E-ISSN 2214-983X |
| issn_series | 0924-4921 |
| copyright | Springer Science+Business Media B.V. 2011 |
发表于 2025-3-21 16:58:19
