LEADER 03878nam a22005055i 4500
001 812873
003 TR_AnAIT
005 20260130232602
007 cr nn 008mamaa
008 101216s2011 xxu| s |||| 0|eng d
020 |a9781441977076|9978-1-4419-7707-6
024 7 |a10.1007/978-1-4419-7707-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/14118
245 10|aExpertise in Mathematics Instruction|h[electronic resource] :|bAn International Perspective /|cedited by Yeping Li, Gabriele Kaiser.
250 |a1st ed. 2011.
264 1|aNew York, NY :|bSpringer US :|bImprint: Springer,|c2011.
300 |aXVIII, 372 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aSection One: Introduction and Perspective -- Section Two: Expertise in Mathematics Instruction Examined in the West -- Section Three: Expertise in Mathematics Instruction Examined in the East -- Section Four: Conclusion.
520 |aExpertise in Mathematics Instruction An International Perspective Yeping Li, Gabriele Kaiser, editors While the concept of the expert educator is far from being new, and the process of acquiring expertise as an instructor has long been of interest to researchers, the specifics of expertise in the teaching of mathematics remain difficult to describe it theoretically and to evaluate it empirically. To improve this situation, Expertise in Mathematics Instruction takes a unique approach to present new research from multiple Western and Eastern countries, offering a comprehensive picture of the components making up this elusive competency, and how these elements contribute to the teaching process in different educational systems and cultural contexts. The book is organized to probe three universal themes: identifying expert teachers, specifying and analyzing teacher expertise in mathematics education, and understanding expertise in mathematics education as it is perceived and valued in different cultures. From this richly inspiring collection, readers may better understand—and possibly rethink—their own policies and practices as mathematics educators, teacher educators or researchers. Some highlights of the volume: • Roles of the expert mathematics teacher envisioned in the West and the East. • Profiles of teacher expertise in mathematics instruction identified in the East and West. • Enabling a significant role for students in classroom discourse. • Developing expertise in using textbooks to teach mathematics. • Cross-national comparative results on teachers’ qualifications and practices. Expertise in Mathematics Instruction brings invaluable insights to mathematics educators and teacher educators who wish to help teachers improve their competence, and to researchers studying this critical aspect of mathematics pedagogy.
650 0|aMathematics|xStudy and teaching .
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aTeaching and Teacher Education.
700 1 |aLi, Yeping.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aKaiser, Gabriele.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781441977069
776 08|iPrinted edition:|z9781441977083
776 08|iPrinted edition:|z9781489981363
856 40|uhttps://doi.org/10.1007/978-1-4419-7707-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)