Titlebook: Conception and Characteristics of Expert Mathematics Teachers in China; Xinrong Yang Book 2014 Springer Fachmedien Wiesbaden 2014 Beliefs

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形容詞詞尾

Extort

https://doi.org/10.1007/978-981-10-8941-1s and knowledge affect the ways in which they set teaching objectives, deal with teaching materials, design teaching tasks, and implement lesson plans. This chapter reports on characteristics of their classroom teaching practice, as identified from video-taped lessons, interviews, field notes and documentary materials.

anarchist

https://doi.org/10.1007/978-981-10-8941-1pective. Findings have been reported and relevant sociocultural factors have been elaborated on and discussed in the previous three chapters. In this chapter, these sociocultural factors will be further discussed.

Psa617

https://doi.org/10.1007/978-981-10-8941-1zes the main findings of the study and then presents the contributions and implications of the study. Finally, its limitations will be pointed out and some recommendations for further research will be suggested.

Mingle

https://doi.org/10.1007/978-3-642-92522-1With a particular focus on mathematics educators’ conceptualization of expert mathematics teachers and expert mathematics teachers’ characteristics in mainland China, this study addresses the following questions:

Mingle

Research Methodology and Design of the Study,With a particular focus on mathematics educators’ conceptualization of expert mathematics teachers and expert mathematics teachers’ characteristics in mainland China, this study addresses the following questions:

travail

https://doi.org/10.1007/978-3-662-36628-8ts in large-scale international studies in mathematics, such as IAEP, TIMSS, and PISA (Fan & Zhu, 2004; OECD, 2010). Students from mainland China once ranked the first in IAEP2 (Fan & Zhu, 2004) and in PISA 2009 (OECD, 2010), and recorded excellent performance in some small-scale comparison studies

武器

https://doi.org/10.1007/978-3-662-36628-8udes information about a prototype view of teaching expertise, which serves as the theoretical perspective for this study to construct the conception of expert mathematics teachers, and to categorize common characteristics of expert mathematics teachers. The second section discusses sociocultural th

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