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Mathematical Knowledge in Teaching - Kenneth Ruthven
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Kenneth Ruthven:

Mathematical Knowledge in Teaching - pocketboek

ISBN: 9789400734685

[ED: Taschenbuch], [PU: Springer Netherlands], Neuware - The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related kn… Meer...

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Kenneth Ruthven:

Mathematical Knowledge in Teaching - pocketboek

2013, ISBN: 9400734689

[EAN: 9789400734685], Neubuch, [SC: 0.0], [PU: Springer Netherlands], CULTURALCONTEXT; KNOWLEDGEINTEACHING; KNOWLEDGEQUARTET; MATHEMATICALKNOWLEDGE; MATHEMATICS; MATHEMATICSEDUCATION; SIT… Meer...

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Mathematical Knowledge in Teaching - Rowland, Tim|Ruthven, Kenneth
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Rowland, Tim|Ruthven, Kenneth:
Mathematical Knowledge in Teaching - pocketboek

2013

ISBN: 9400734689

[EAN: 9789400734685], Neubuch, [PU: Springer Netherlands], CULTURALCONTEXT KNOWLEDGEINTEACHING KNOWLEDGEQUARTET MATHEMATICALKNOWLEDGE MATHEMATICS MATHEMATICSEDUCATION SITUATEDTHEORY SUBJE… Meer...

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Mathematical Knowledge in Teaching - Rowland, Tim Ruthven, Kenneth
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Rowland, Tim Ruthven, Kenneth:
Mathematical Knowledge in Teaching - pocketboek

2013, ISBN: 9789400734685

[ED: Kartoniert / Broschiert], [PU: Springer Netherlands], Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Addresses long term difficulty … Meer...

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Mathematical Knowledge in Teaching - Ruthven, Kenneth (Herausgeber); Rowland, Tim (Herausgeber)
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Ruthven, Kenneth (Herausgeber); Rowland, Tim (Herausgeber):
Mathematical Knowledge in Teaching - nieuw boek

2013, ISBN: 9400734689

2011 Kartoniert / Broschiert Mathematik, culturalcontext; knowledgeinteaching; knowledgequartet; Mathematicalknowledge; mathematics; mathematicseducation; situatedtheory; subjectrelated… Meer...

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Mathematical Knowledge in Teaching
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ISBN:

9789400734685


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.

Gedetalleerde informatie over het boek. - Mathematical Knowledge in Teaching


EAN (ISBN-13): 9789400734685
ISBN (ISBN-10): 9400734689
pocket book
Verschijningsjaar: 2013
Uitgever: Springer

Boek bevindt zich in het datenbestand sinds 2014-01-12T14:27:33+01:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2022-10-15T21:45:22+02:00 (Amsterdam)
ISBN/EAN: 9789400734685

ISBN - alternatieve schrijfwijzen:
94-007-3468-9, 978-94-007-3468-5
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: rowland, tim ruthven
Titel van het boek: teaching library

Gegevens van de uitgever

Auteur: Tim Rowland; Kenneth Ruthven
Titel: Mathematics Education Library; Mathematical Knowledge in Teaching
Uitgeverij: Springer; Springer Netherland
304 Bladzijden
Verschijningsjaar: 2013-01-27
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
POD
VIII, 304 p.

BC; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; cultural context; knowledge in teaching; knowledge quartet; mathematical knowledge; mathematics; mathematics education; situated theory; subject related knowledge; teacher knowledge; Mathematics Education; Mathematik; BB; EA

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.
Addresses long term difficulty of inadequate content knowledge of teachers of mathematics Offers both pedagogic and policy applications at a global level Includes contributions from key authors from around the world
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