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Professional Development for Elementary Mathematics Teachers in Taiwan.

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Title: Professional Development for Elementary Mathematics Teachers in Taiwan.
Language: English
Authors: Lin, Pi-Jen
Peer Reviewed: N
Page Count: 17
Publication Date: 2000
Document Type: Reports - Descriptive
Speeches/Meeting Papers
Descriptors: Educational Change, Elementary Education, Faculty Development, Foreign Countries, Higher Education, Mathematics Curriculum, Mathematics Teachers, Preservice Teacher Education, Reflective Teaching
Geographic Terms: Taiwan
Abstract: This paper offers a brief description of the Taiwanese elementary school system. It also outlines the current teacher training system, emphasizing the differences between the old "Normal Education Art" and the new "Teacher Education Art". One section describes the three major reforms that Taiwan's mathematics curriculum has undergone in the last three decades. Another section proposes two approaches aimed at assisting teachers in effectively dealing with reforms in mathematics education, and describes the effect of these reforms on teacher development. The paper states that developing cases of teaching was found to be a rich vehicle through which to facilitate teachers' reflective thinking. In addition, cases of teaching can serve as prototypes for developing essential knowledge about teaching events and can be used as precedents to provide occasions to practice analysis. Analyzing children's solution patterns contributes to a better understanding of their thinking. Furthermore, group discussion provides a forum for debate and reflections. Social interactions, cognitive conflicts, and reflections upon research are catalysts for developing teachers' knowledge. The sharing of beliefs and experiences among teachers on a collaborative team serves teaching practice and supports change in teachers' beliefs and conceptualization of mathematics teaching and learning. (Contains 13 references.) (ASK)
Entry Date: 2000
Accession Number: ED441674
Database: ERIC
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Professional Development for Elementary Mathematics Teachers in Taiwan.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Lin%2C+Pi-Jen%22">Lin, Pi-Jen</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2000
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper offers a brief description of the Taiwanese elementary school system. It also outlines the current teacher training system, emphasizing the differences between the old "Normal Education Art" and the new "Teacher Education Art". One section describes the three major reforms that Taiwan's mathematics curriculum has undergone in the last three decades. Another section proposes two approaches aimed at assisting teachers in effectively dealing with reforms in mathematics education, and describes the effect of these reforms on teacher development. The paper states that developing cases of teaching was found to be a rich vehicle through which to facilitate teachers' reflective thinking. In addition, cases of teaching can serve as prototypes for developing essential knowledge about teaching events and can be used as precedents to provide occasions to practice analysis. Analyzing children's solution patterns contributes to a better understanding of their thinking. Furthermore, group discussion provides a forum for debate and reflections. Social interactions, cognitive conflicts, and reflections upon research are catalysts for developing teachers' knowledge. The sharing of beliefs and experiences among teachers on a collaborative team serves teaching practice and supports change in teachers' beliefs and conceptualization of mathematics teaching and learning. (Contains 13 references.) (ASK)
– Name: DateEntry
  Label: Entry Date
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  Data: 2000
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  Data: ED441674
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Professional Development for Elementary Mathematics Teachers in Taiwan.
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            NameFull: Lin, Pi-Jen
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2000
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