How Chinese Acquire and Improve Mathematics Knowledge for Teaching

Series:

Editors: Yeping Li and Rongjin Huang
While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China. The book includes such chapters that can help readers to make possible connections of teachers’ mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context.

How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception.

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Yeping Li is a Professor of Mathematics Education at the Department of Teaching, Learning, and Culture at Texas A&M University, USA.

Rongjin Huang is a professor at Middle Tennessee State University, USA.

"Knowledge provides an important foundation for effective teaching, and continues to grow through teachers’ instructional practice and professional development. The process of mathematics teachers’ knowledge acquisition and development is an invaluable research topic in mathematics education. How Chinese Acquire and Improve Mathematics Knowledge for Teaching, edited by Yeping Li and Rongjin Huang, systematically introduces the experience and practice of knowledge acquisition and improvement of pre-service and in-service mathematics teachers in China. It is an important book to anyone who cares about helping teachers to be competent in their professional practices." - Summary of review by Dr. Nan Zhang (Tianjin Normal University, China), Zhang, N. (2018). Focusing on the development of mathematics knowledge for teaching, shareing the experience of Chinese teachers' professional development: Review of How Chinese Acquire and Improve Mathematics Knowledge for Teaching. Correspondence of the Teaching of Mathematics, 19: 79-80.
Acknowledgements vii Part I: Introduction and Perspectives 1. Teachers’ Acquisition and Improvement of Mathematical Knowledge for Teaching in China 3 Yeping Li and Rongjin Huang 2. Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan 9 Huk-Yuen Law, Hak Ping Tam, Xianhan Huang and Yu-Jen Lu 3. The Conception of Mathematics Teachers’ Literacy for Teaching from a Historical Perspective 37 Feng-Jui Hsieh, Sin-Sheng Lu, Chia-Jui Hsieh, Shu-Zhi Tang and Ting-Ying Wang 4. The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study 57 Martina Döhrmann, Gabriele Kaiser and Sigrid Blömeke Part II: Acquiring and Improving Mathematics Knowledge for Teaching through Teacher Preparation 5. Elementary Mathematics Teacher Preparation in China 85 Shu Xie, Yun-peng Ma and Wei Chen 6. Secondary Mathematics Teacher Preparation in China 109 Yingkang Wu and Rongjin Huang 7. Pedagogical Training for Prospective Mathematics Teachers in China 137 Zhiqiang Yuan and Rongjin Huang 8. Mathematics Teacher Preparation in China: What Do We Learn? 153 Despina Potari Part III: Acquiring and Improving Mathematics Knowledge for Teaching through Teaching and Professional Development 9. How Do Chinese Teachers Acquire and Improve Their Knowledge through Intensive Textbook Studies? 165 Shuping Pu, Xuhua Sun and Yeping Li 10. Experienced Teacher’s Learning through a Master Teacher Workstation Program: A Case Study 185 Xingfeng Huang and Rongjin Huang 11. In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group: A Case Study from China 209 Yudong Yang and Bo Zhang 12. Learning from Developing and Observing Public Lessons 225 Su Liang 13. Improving Teachers’ Expertise and Teaching through Apprenticeship Practice in Mainland China: Case Studies 241 Yeping Li and Rongjin Huang 14. Learning and Improving MKT through Teaching and Professional Development Mechanisms 263 Gloria Ann StillmanPart IV: Reflection and Conclusion 15. Mathematics Knowledge for Teaching: What Have We Learned? 277 Tim Rowland 16. Some Remarks on the Preparation of Mathematics Teachers in China 289 Hung-Hsi Wu About the Contributors 305 Index 313
How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception.