Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers' resource systems as windows into their work and expertise.
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| Title: | Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers' resource systems as windows into their work and expertise. |
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| Authors: | Pepin, Birgit1 b.e.u.pepin@tue.nl, Xu, Binyan2, Trouche, Luc3, Wang, Chongyang |
| Source: | Educational Studies in Mathematics. Mar2017, Vol. 94 Issue 3, p257-274. 18p. |
| Subject Terms: | *Mathematics education (Secondary), *Effective teaching, *Teacher effectiveness, *Coeducation, *Teenagers, *Secondary education |
| Abstract: | In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics 'expert' teachers. Exploiting the Western and Eastern literature we examine the notion of 'mathematics teaching expertise', as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers' representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers' views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of 'resources'. The significance of the study relates to the enhancement of mathematics teachers' expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121237646 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-016-9727-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 257 Subjects: – SubjectFull: Mathematics education (Secondary) Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Coeducation Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers' resource systems as windows into their work and expertise. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pepin, Birgit – PersonEntity: Name: NameFull: Xu, Binyan – PersonEntity: Name: NameFull: Trouche, Luc – PersonEntity: Name: NameFull: Wang, Chongyang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 94 – Type: issue Value: 3 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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