By Yeping Li
Expertise in arithmetic guide a global point of view Yeping Li, Gabriele Kaiser, editors whereas the concept that of the specialist educator is way from being new, and the method of buying services as an teacher has lengthy been of curiosity to researchers, the specifics of workmanship within the educating of arithmetic stay tough to explain it theoretically and to guage it empirically. to enhance this example, services in arithmetic guideline takes a different method of current new examine from a number of Western and japanese international locations, providing a complete photograph of the elements making up this elusive competency, and the way those components give a contribution to the educating technique in numerous academic structures and cultural contexts. The e-book is equipped to probe 3 common issues: picking out professional academics, specifying and studying instructor services in arithmetic schooling, and realizing services in arithmetic schooling because it is perceived and valued in numerous cultures. From this richly inspiring assortment, readers may well greater understand—and in all likelihood rethink—their personal guidelines and practices as arithmetic educators, instructor educators or researchers. a few highlights of the amount: • Roles of the specialist arithmetic instructor expected within the West and the East. • Profiles of instructor services in arithmetic guideline pointed out within the East and West. • allowing an important position for college kids in lecture room discourse. • constructing services in utilizing textbooks to coach arithmetic. • Cross-national comparative effects on academics’ skills and practices. services in arithmetic guide brings beneficial insights to arithmetic educators and instructor educators who desire to support academics increase their competence, and to researchers learning this severe element of arithmetic pedagogy.
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Additional info for Expertise in Mathematics Instruction: An International Perspective
Gaining such knowledge from this book is necessary not only for understanding the development of culturally-valued teaching performance in different education systems, but also for identifying aspects of teacher expertise for improvement. At the same time, we realize that it is impossible for the book to address all the questions related to teacher expertise. In fact, we sincerely hope that this book can stimulate further study and discussion of teacher expertise and its development in different education systems.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482. , & Schmidt, W. H. ). (2008). Empirical research on mathematics teachers and their education. ZDM-The International Journal on Mathematics Education, 40, 715–911. , & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498. , & Shimizu, Y. ). (2006).
The model of MFT is further specified as a multi-layered and nested knowledge. In this way, Simmt highlights the knowledge nature of mathematics teacher’s expertise and its structure. The model is then used to illustrate teachers’ MFT and its changes through analyzing the actions and interactions of a group of mathematics teachers in a professional development session. 12 Y. Li and G. Kaiser Part III: Understanding and Examining Teacher Expertise in an Eastern Setting Similar to Part II, Part III also includes five chapters that individually present different studies on teacher expertise in five different education systems in East Asia.
Expertise in Mathematics Instruction: An International Perspective by Yeping Li