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Knowing and teaching elementary mathematics. Teachers’ understanding of fundamental mathematics in China and the United States. 2nd ed. (English)
The Studies in Mathematical Thinking and Learning Series. London: Routledge (ISBN 978-0-415-87384-0/pbk; 978-0-415-87383-3:/hbk). 198~p. \sterling~24.99; 95.00 (2010).
Publisher’s description: 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. This book 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. This edition includes the original studies that compare U.S and Chinese elementary school teachers’ 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 author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work. For the 1st edition see [ME 1999d.02385].
Classification: B52 B53 D23 D23
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