- Hardcover: 192 pages
- Publisher: Routledge; 1 edition (May 1 1999)
- Language: English
- ISBN-10: 0805829083
- ISBN-13: 978-0805829082
- Product Dimensions: 22.9 x 16 x 1.8 cm
- Shipping Weight: 476 g
- Average Customer Review: 4.9 out of 5 stars See all reviews (10 customer reviews)
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Amazon Bestsellers Rank:
#2,097,691 in Books (See Top 100 in Books)
- #38 in Books > Nonfiction > Education > Education Theory > Comparative
- See Complete Table of Contents
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Product Description
Product Description
Chinese students typically outperform U.S. students on international comparisons of mathematics competency. Paradoxically, Chinese teachers receive far less education than U.S. teachers--11 to 12 years of schooling versus 16 to 18 years of schooling.
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.
This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.
The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.
Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.
This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.
The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.
Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
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Most helpful customer reviews
5.0 out of 5 stars
changes the way you view math,
By A Customer
This review is from: Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Paperback)
Excellent book for anyone interested in math. This should be mandatory reading for all future and current teachers! I see math in a new light. This book will inspire you to re-evaluate your own knowledge of elementary math, and to work from a procedural understanding of math to conceptual.
5.0 out of 5 stars
Wow!,
By
This review is from: Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Paperback)
Never did I think that I would be interested... heck... excited... about a math book... but this is a great book, and good reading for anyone interested in education... It has given me a great deal to think about as a EFL teacher, a field where most "schooling" consists of teaching procedurally...This excerpt from an editorial review of an entirely different book (The Teaching Gap) but summarizes Liping Ma's research nicely... "American teachers... tend to emphasize terms and procedures, thinking of math as a set of tedious skills... In contrast, [Chinese] teachers are more likely to emphasize ideas, expecting the concepts alone to stir students' natural curiosity." It doesn't matter what field you are teaching, teaching a "procedural understanding" is like giving the students a fish; it will feed them for a day... a "conceptual understanding" will feed them for a lifetime...
5.0 out of 5 stars
Just as promised. Fast deliverary in mint condition!,
By A Customer
This review is from: Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Paperback)
Excellent seller. Will definately buy from again!
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