Prospective mathematics teachers' knowledge of algebra : a comparative study in China and the United States of America
 Responsibility
 Rongjin Huang.
 Language
 English.
 Imprint
 Wiesbaden : Springer Spektrum, 2014.
 Physical description
 xx, 179 p. : ill. ; 22 cm.
 Series
 Perspektiven der Mathematikdidaktik.
Access
Available online
Education Library (Cubberley)
Stacks
Call number  Status 

QA14 .C6 H83 2014  Unknown 
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Creators/Contributors
 Author/Creator
 Huang, Rongjin.
Contents/Summary
 Bibliography
 Includes bibliographical references (p. [139]155).
 Contents

 Knowledge Needed for Teaching. Mathematics Teacher Education in China and the U.S.A.Instrumentation, Data Collection, and Data Analysis. Comparison of Knowledge of Algebra for Teaching (KAT) between China and the U.S.A. Relationship among Different. Components of KAT. Comparison of KTCF between China and the U.S.A.
 (source: Nielsen Book Data)
 Publisher's Summary
 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.
(source: Nielsen Book Data)
Subjects
Bibliographic information
 Publication date
 2014
 Series
 Perspektiven der Mathematikdidaktik
 ISBN
 9783658036713
 3658036710
 9783658036720 (ebk.)
 3658036729 (ebk.)