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

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https://doi.org/10.1007/978-3-662-36628-8 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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,Werkstückspezifische Toleranzen, 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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Theoretical Orientations and Literature Review,eory, 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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2522-0799 s are different from those reported in previous studies. Examples include the expert mathematics teachers′ contemporary-constructivist oriented beliefs aboutmathematics and its learning and teaching, and their ability to teach withflexibility, balance, and coherence.??978-3-658-03096-4978-3-658-03097-1Series ISSN 2522-0799 Series E-ISSN 2522-0802

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Conception and Characteristics of Expert Mathematics Teachers in China

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Introduction,ts 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

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Theoretical Orientations and Literature Review,udes 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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Conception of Expert Mathematics Teachers,rs, school (vice) principals, teacher educators, and mathematics teaching research officers. Three main themes were identified from the interviewees’ descriptions – knowledge, ability, and traits. Under each theme, some sub-themes were grouped. Details of each theme and subtheme will be discussed in