4 The Conception of Mathematics Knowledge for Teaching from an International Perspective

The Case of the TEDS-M Study

In: How Chinese Acquire and Improve Mathematics Knowledge for Teaching
Authors:
Martina Döhrmann Institute of Mathematics University of Vechta, Germany

Search for other papers by Martina Döhrmann in
Current site
Google Scholar
PubMed Close
,
Gabriele Kaiser Faculty of Education University of Hamburg, Germany

Search for other papers by Gabriele Kaiser in
Current site
Google Scholar
PubMed Close
, and
Sigrid Blömeke Centre for Educational Measurement (CEMO) University of Oslo, Norway

Search for other papers by Sigrid Blömeke in
Current site
Google Scholar
PubMed Close
Type:
Chapter
Pages:
57–81
DOI:
https://doi.org/10.1163/9789463512367_004

Purchase instant access (PDF download and unlimited online access):

$40.00
Add to Cart
Redeem Access Token

Citation Info

  • Collapse
  • Expand
Series:  Mathematics Teaching and Learning, Volume: 4
Cover How Chinese Acquire and Improve Mathematics Knowledge for Teaching
E-Book ISBN:
9789463512367
Publisher:
Brill
Print Publication Date:
02 Feb 2018
Front Matter
Part I Introduction and Perspectives
Part II Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation
Part III Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development
Part IV Reflection and Conclusion
Back Matter

Metrics

All Time Past 365 days Past 30 Days
Abstract Views 1398 158 25
Full Text Views 95 1 0
PDF Views & Downloads 33 3 0