Investigating the pedagogy of mathematics: how do teachers develop their knowledge?
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| Format: | Electronic eBook |
| Language: | English |
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Hoboken, NJ
Imperial College Press
2014
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| Item Description: | Print version record |
| Physical Description: | 1 online resource (pages cm) |
| ISBN: | 1783264578 1783264586 9781783264575 9781783264582 |
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| 505 | 8 | |a pt. I. The Chicago study. ch. 1. Introduction -- ch. 2. Review of the literature -- ch. 3. A conceptual framework of the study -- ch. 4. Research design and procedures -- ch. 5. Findings of the Chicago study (I): Pedagogical curricular knowledge -- ch. 6. Findings of the Chicago study (II): Pedagogical content knowledge -- ch. 7. Findings of the Chicago study (III): Pedagogical instructional knowledge -- ch. 8. Findings of the Chicago study (IV): Some other issues -- ch. 9. Conclusions, implications, and recommendations -- pt. II. The Singapore study. ch. 10. The Singapore study -- ch. 11. Comparison and conclusion | |
| 505 | 8 | |a This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: How teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge, how important in-service training and organized professional activities are, how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on their professional knowledge. The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide | |
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| adam_text | Titel: Investigating the pedagogy of mathematics
Autor: Fan, Lianghuo
Jahr: 2014
Contents List of Figures ix List of Tables xi Focusing on the Growth of Teachers’ Knowledge: An Introduction xix Part I The Chicago Study 1 Chapter 1 Introduction 3 Background of the Chicago Study......... 3 Need for the Study................. 4 Statement of the Problem............. 5 Structure of Part I................. 6 Chapter 2 Review of the Literature 9 What is Knowledge?................ 10 What Knowledge do Teachers Need?....... 16 What Knowledge do Teachers Have?....... 25 How do Teachers Develop their Knowledge? ... 29 Summary of the Review.............. 36 Chapter 3 A Conceptual Framework of the Study 37 Knowledge..................... 37 Teachers’ Knowledge ............... 42 V
vi Investigating the Pedagogy of Mathematics Teachers’ Pedagogical Knowledge......... 44 Sources of Teachers’Pedagogical Knowledge . . . 49 Summary...................... 54 Chapter 4 Research Design and Procedures 57 Population and Sample............... 57 Instruments..................... 59 Data Collection .................. 64 Data Processing and Analysis........... 68 Strengths and Limitations of the Methodology............... 71 Summary of the Methodology........... 72 Chapter 5 Findings of the Chicago Study (I): Pedagogical Curricular Knowledge 75 Knowledge of Teaching Materials......... 76 Knowledge of Technology............. 92 Knowledge of Other Teaching Resources..... 106 Summary of the Findings............. 116 Chapter 6 Findings of the Chicago Study (II): Pedagogical Content Knowledge 119 Analysis of the Questionnaire Data........ 121 Analysis of the Interview Data........... 130 Summary of the Findings............. 152 Chapter 7 Findings of the Chicago Study (III): Pedagogical Instructional Knowledge 155 Analysis of the Questionnaire Data........ 156 Analysis of the Interview Data........... 160 Summary of the Findings............. 183 Chapter 8 Findings of the Chicago Study (IV): Some Other Issues 185 How Teachers Use Different Sources....... 186
Contents vi i How Teachers Improve their Pedagogical Knowledge ................... 201 Summary of the Findings............. 205 Chapter 9 Conclusions, Implications, and Recommendations 209 Summary and Conclusions............. 209 Implications for Teacher Educators, School Administrators, and Teachers.......... 213 Recommendations for Further Study....... 216 Part II The Singapore Study 219 Chapter 10 The Singapore Study 221 Background and Introduction of the Singapore Study............. 221 The Conceptual Framework............ 226 Methodological Matters.............. 230 Findings of the Singapore Study.......... 235 Summary of the Singapore Study......... 257 Chapter 11 Comparison and Conclusion 261 Comparison of the Chicago and Singapore Studies.............. 261 Concluding Remarks................ 269 Appendix 1A Teacher Questionnaire (Chicago Study) 275 Appendix IB Notes for Classroom Observation 287 Appendix 1C Script for Interviewing Teachers 289 Appendix ID Script for Interviewing Math Chairs 293 Appendix IE A Profile of Teacher Participants (Chicago Study) 295 Appendix IF Main Results of Logistic Regression Analyses (Chicago Study) 297 Pedagogical Curricular Knowledge — Knowledge of Textbooks.................. 297
Investigating the Pedagogy of Mathematics viii Pedagogical Curricular Knowledge — Knowledge of Technology................. 300 Pedagogical Curricular Knowledge — Knowledge of Concrete Materials............. 301 Pedagogical Instructional Knowledge...... 302 Knowledge Sources Used to Represent New Topics.................. 303 Pedagogical Content Knowledge ........ 303 Appendix 2A A Profile of Teacher Participants (Singapore Study) 305 Appendix 2B Teacher Questionnaire (Singapore Study) 307 References 321 Author Index 333 Subject Index 337
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| contents | pt. I. The Chicago study. ch. 1. Introduction -- ch. 2. Review of the literature -- ch. 3. A conceptual framework of the study -- ch. 4. Research design and procedures -- ch. 5. Findings of the Chicago study (I): Pedagogical curricular knowledge -- ch. 6. Findings of the Chicago study (II): Pedagogical content knowledge -- ch. 7. Findings of the Chicago study (III): Pedagogical instructional knowledge -- ch. 8. Findings of the Chicago study (IV): Some other issues -- ch. 9. Conclusions, implications, and recommendations -- pt. II. The Singapore study. ch. 10. The Singapore study -- ch. 11. Comparison and conclusion This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: How teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge, how important in-service training and organized professional activities are, how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on their professional knowledge. The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide |
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| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| spellingShingle | Fan, Lianghuo Investigating the pedagogy of mathematics how do teachers develop their knowledge? pt. I. The Chicago study. ch. 1. Introduction -- ch. 2. Review of the literature -- ch. 3. A conceptual framework of the study -- ch. 4. Research design and procedures -- ch. 5. Findings of the Chicago study (I): Pedagogical curricular knowledge -- ch. 6. Findings of the Chicago study (II): Pedagogical content knowledge -- ch. 7. Findings of the Chicago study (III): Pedagogical instructional knowledge -- ch. 8. Findings of the Chicago study (IV): Some other issues -- ch. 9. Conclusions, implications, and recommendations -- pt. II. The Singapore study. ch. 10. The Singapore study -- ch. 11. Comparison and conclusion This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: How teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge, how important in-service training and organized professional activities are, how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on their professional knowledge. The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Lehrer Mathematics teachers Training of Research Teachers Training of Research Lehrerbildung (DE-588)4035093-9 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4035093-9 (DE-588)4037949-8 |
| title | Investigating the pedagogy of mathematics how do teachers develop their knowledge? |
| title_alt | How do teachers develop their knowledge? |
| title_auth | Investigating the pedagogy of mathematics how do teachers develop their knowledge? |
| title_exact_search | Investigating the pedagogy of mathematics how do teachers develop their knowledge? |
| title_full | Investigating the pedagogy of mathematics how do teachers develop their knowledge? Lianghuo Fan, University of Southampton, UK. |
| title_fullStr | Investigating the pedagogy of mathematics how do teachers develop their knowledge? Lianghuo Fan, University of Southampton, UK. |
| title_full_unstemmed | Investigating the pedagogy of mathematics how do teachers develop their knowledge? Lianghuo Fan, University of Southampton, UK. |
| title_short | Investigating the pedagogy of mathematics |
| title_sort | investigating the pedagogy of mathematics how do teachers develop their knowledge |
| title_sub | how do teachers develop their knowledge? |
| topic | MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Lehrer Mathematics teachers Training of Research Teachers Training of Research Lehrerbildung (DE-588)4035093-9 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | MATHEMATICS / Essays MATHEMATICS / Pre-Calculus MATHEMATICS / Reference Lehrer Mathematics teachers Training of Research Teachers Training of Research Lehrerbildung Mathematikunterricht |
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