Knowing and Teaching Elementary Mathematics

Teachers' Understanding of Fundamental Mathematics in China and the United States
3. Auflage 2020
ISBN: 978-0-367-44394-8
Verlag: Routledge

Buch, Englisch, 266 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 543 g

Reihe: Studies in Mathematical Thinking and Learning Series

The 20th anniversary edition of this groundbreaking and bestselling volume offers powerful examples of the mathematics that can develop the thinking of elementary school children.

Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.

Along with the original studies of U.S. and Chinese teachers’ mathematical understanding, this 20th anniversary edition includes a new preface and a 2013 journal article by Ma, "A Critique of the Structure of U.S. Elementary School Mathematics" that describe differences in U.S. and Chinese elementary mathematics. These are augmented by a new series editor’s introduction and two key journal articles that frame and contextualize this seminal work.

Autoren/Hrsg.

Ma, Liping

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

A Note about the 20th Anniversary Edition; Author’s Preface to the 20th Anniversary Edition (Liping Ma); Series Editor’s Introduction to the 20th Anniversary Edition (Alan Schoenfeld); Foreword (Lee Shulman); Acknowledgments; Introduction; 1. Subtraction with Regrouping: Approaches to Teaching a Topic; 2. Multidigit Number Multiplication: Dealing with Students’ Mistakes; 3. Generating Representations: Division by Fractions; 4. Exploring New Knowledge: The Relationship Between Perimeter and Area; 5. Teachers’ Subject Matter Knowledge: Profound Understanding of Fundamental Mathematics; 6. Profound Understanding of Fundamental Mathematics: When and How Is it Attained?; 7. Conclusion; Appendix; References; “Bridging Polarities: How Liping Ma’s Knowing and Teaching Elementary Mathematics Entered the U.S. Mathematics and Mathematics Education Discourses” (Yanping Fang and Lynn Paine, Pedagogies); Response to “Bridging Polarities” (Liping Ma, Pedagogies); New to the 20th Anniversary edition: “A Critique of the Structure of U.S. Elementary School Mathematics” (Liping Ma, Notices of the American Mathematical Society); Index

Über Autor(innen)

Liping Ma earned a Ph.D. from Stanford University, following a masters degree in education from East China Normal University. After a term as a senior scholar at the Carnegie Foundation for the Advancement of Teaching, she is now an independent scholar. She served as a member of the National Mathematics Advisory Panel from 2006 to 2008.