Mathematical Knowledge in Teaching: 50 (Mathematics Education Library) - Tapa blanda
Libro 27 de 48: Mathematics Education Library
Sinopsis
The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
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De la contraportada
Cumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education, given world-wide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics teacher knowledge to produce an authoritative, ‘state of the art’ exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement.
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Mathematical Knowledge in Teaching (Mathematics Education Library, 50) [Paperback] Rowland, Tim and Ruthven, Kenneth (eng)
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Mathematical Knowledge in Teaching (Mathematics Education Library, 50)
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Mathematical Knowledge in Teaching
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Springer Netherlands Jan 2013, 2013
ISBN 10: 9400734689
ISBN 13: 9789400734685
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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching. 312 pp. Englisch. Nº de ref. del artículo: 9789400734685
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Mathematical Knowledge in Teaching
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Springer Netherlands, 2013
ISBN 10: 9400734689
ISBN 13: 9789400734685
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Addresses long term difficulty of inadequate content knowledge of teachers of mathematicsOffers both pedagogic and policy applications at a global levelIncludes contributions from key authors from around the worldThe quality of primary and secondary sch. Nº de ref. del artículo: 5826501
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Mathematical Knowledge in Teaching
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Mathematical Knowledge in Teaching
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Taschenbuch. Condición: Neu. Mathematical Knowledge in Teaching | Kenneth Ruthven (u. a.) | Taschenbuch | viii | Englisch | 2013 | Springer | EAN 9789400734685 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. Nº de ref. del artículo: 106080672
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Mathematical Knowledge in Teaching
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ISBN 10: 9400734689
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Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 312 pp. Englisch. Nº de ref. del artículo: 9789400734685
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Mathematical Knowledge in Teaching
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Springer Netherlands, Springer, 2013
ISBN 10: 9400734689
ISBN 13: 9789400734685
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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching. Nº de ref. del artículo: 9789400734685
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