Chinese students typically outperform U.S. students on international comparisons of mathematics competency. Paradoxically, Chinese teachers receive far less education than U.S. teachers--11 to 12 years of schooling versus 16 to 18 years of schooling.
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.
This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.
具體描述
讀後感
評分
評分
評分
評分
用戶評價
論小學數學老師的自我修養。
评分在我朝長大的，就不必看瞭，內容都知道。這個主要對外國人啓發作用極大
评分論小學數學老師的自我修養。
评分在我朝長大的，就不必看瞭，內容都知道。這個主要對外國人啓發作用極大
评分論小學數學老師的自我修養。
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