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

只看該作者 · 發(fā)表于 2025-3-25 14:59:49

Conclusions and Recommendations,zes 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.

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Book 2014 policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this stu

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Introduction, ranked the first in IAEP2 (Fan & Zhu, 2004) and in PISA 2009 (OECD, 2010), and recorded excellent performance in some small-scale comparison studies in mathematics achievement as well (.., Lee, 1998; Stevenson .., 1993).

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Beliefs and Knowledge of Expert Mathematics Teachers, which are categorized into mathematics subject knowledge, pedagogy content knowledge, curriculum knowledge, and knowledge of learners. The third reports teaching strategies identified among the three expert mathematics teachers.

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https://doi.org/10.1007/978-3-662-36628-8eory, which serves as a theoretical basis to allow the researcher to make research assumptions, develop a conceptual framework, and discuss findings from a sociocultural perspective. The third section reviews literature on expert teachers related to this study.

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https://doi.org/10.1007/978-3-642-92522-1r qualifications and promotion policy; 3) basic education and assessment system; and 4) history of development of mathematics education and characteristics of mathematics curriculum in mainland China.

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只看該作者 · 發(fā)表于 2025-3-26 18:05:37

2522-0799 chievement has attracted the attention of educators and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural t

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