Prospective Mathematics Teachers' Knowledge of Algebra : A Comparative Study in China and the United States of America
Language: English
Published by Springer VS, 2014
- Softcover
- Used
Condition: Used - Fine
£ 34.87
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Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Rongjin Huang examines teachers¿ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and the Chinese participants¿ structure of knowledge of algebra for teaching is much more interconnected. Chinese participants show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers¿ knowledge of algebra for teaching.
Seller Inventory # 24573529/12
- Title
- Prospective Mathematics Teachers' Knowledge of Algebra : A Comparative Study in China and the United States of America
- Author
- Huang, Rongjin
- Publisher
- Springer VS
- Publication year
- 2014
- Condition
- Sehr gut
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 3658036710
- ISBN 13
- 9783658036713
- Seller catalogs
- Bücher
Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and their structure of knowledge of algebra for teaching is much more interconnected. They show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching.
"Synopsis" may belong to another edition of this title.
About the Author
Dr. Rongjin Huang works as an associate Professor at the Middle Tennessee State University, U.S.A.
"About the title" may belong to another edition of this title.
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| Item | 60 to 60 business days | 60 to 60 business days |
|---|---|---|
| First item | £ 87.94 | £ 108.88 |
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