- Häftad (Paperback / softback)
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- 3 New edition
- 38 Line drawings, black and white; 1 Halftones, black and white; 8 Tables, black and white
- 228 x 140 x 14 mm
- Antal komponenter
- 450 g
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Knowing and Teaching Elementary Mathematics
Teachers' Understanding of Fundamental Mathematics in China and the United States
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"Both sides in the math wars claim Dr. Ma as their own. Districts have distributed her book to teachers. Its broad appeal offers some hope for common ground in math education....we will continue fights over whether children should be taught arithmetic rules or theory. What Dr. Ma shows is that we need both." -The New York Times "Ma's book is a significant contribution to mathematics education because it begins to tackle the important and complex question of 'what is mathematical knowledge for elementary teaching'. In doing so, she helps us to understand elementary mathematics as a complex and demanding subject that is to be taken seriously." -Contemporary Psychology "Elementary school teachers need as deep an understanding of the mathematics they teach as high school teachers need of what they teach. Both need a deep knowledge of the mathematics which comes in later grades, at least three or four, for this knowledge should influence how topics are taught." -Mathematicians and Educational Reform "Must reading for those who call for more mathematics and those who champion reform pedagogy in teacher education." -CHOICE "...Ma has done a masterful job of showing how the conceptual approach of Chinese elementary school teachers succeeds where the procedural approach of their American counterparts flounders....I highly recommend this brief volume to elementary school teachers who wish to improve their teaching of mathematics. I also recommend it to all university teacher educators who want their students to develop that 'profound understanding of fundamental mathematics' that allows Chinese students to outscore their American counterparts in international assessments." -Mathematics Teaching in the Middle Schools "The contributions of this book are multifaceted....This book is an excellent resource and will interest anyone involved in teaching preservice teachers, as well as researchers concerned with teachers' knowledge of content and methods." -Teaching Children Mathematics "Even beyond education, the book supports the need for, and indeed the educational benefits of, changing professional teaching conditions for U.S. teachers....it provides some food for thought for everyone involved in improving mathematics education. And it supports the necessity, highlighted in NCTM's Standards documents, that even at the elementary school level, students can, and should, learn challenging mathematics." -NCTM News Bulletin "For all who are concerned with mathematics education...Knowing and Teaching Elementary Mathematics is an important book. For those who are skeptical that mathematics education research can say much of value, it can serve as a counterexample. For those interested in improving precollege mathematics education in the U.S., it provides important clues to the nature of the problem. An added bonus is that, despite the somewhat forbidding educationese of its title, the book is quite readable....I recommend this book!" -Notices of the AMS "Ma's work has been well received on both sides of the so-called math wars....Supporters of the National Council of Teachers of Mathematics (NCTM) reform agenda are pleased by her stress on real understanding as opposed to mere computational competence." -American Scientist "...a book that is becoming a stealth hit for math junkies on both sides of the 'math wars,' and a must read for anyone interested in solving the problems of public schools." -The Christian Science Monitor Electronic Edition "The book is earning praise both from some of those who support changes proposed in the NCTM Standards and from some of those who oppose them, and it is sparking discussion. It is also helping to unify some disparate forces in mathematics education on at least a few ideas for continuing positive changes....[the book] provides some food for thought for everyone involved in imp
Bloggat om Knowing and Teaching Elementary Mathematics
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.
A Note about the 20th Anniversary Edition Author's Preface to the 20th Anniversary Edition Series Editor's Introduction to the 20th Anniversary Edition: What Makes a Classic? Author's Preface to the 2010 Edition Series Editor's Introduction to the 2010 Edition Foreword Acknowledgments Introduction 1. Subtraction With Regrouping: Approaches To Teaching A Topic The U.S. Teachers' Approach: Borrowing Versus Regrouping The Chinese Teachers' Approach: "Decomposing a Higher Value Unit" Discussion Summary 2. Multidigit Number Multiplication: Dealing With Students' Mistakes The U.S. Teachers' Approach: Lining Up Versus Separating Into Three Problems The Chinese Teachers' Approach: Elaborating the Concept of Place Value Discussion Summary 3. Generating Representations: Division By Fractions The U.S. Teachers' Performance on Calculation The Chinese Teachers' Performance on Calculation The U.S. Teachers' Representations of Division by Fractions The Chinese Teachers' Approach to the Meaning of Division by Fractions Discussion Summary 4. Exploring New Knowledge: The Relationship Between Perimeter And Area How the U.S. Teachers Explored the New Idea How the Chinese Teachers Explored the New Idea Discussion Summary 5. Teachers' Subject Matter Knowledge: Profound Understanding Of Fundamental Mathematics A Cross-Topic Picture of the Chinese Teachers' Knowledge: What Is Its Mathematical Substance? Knowledge Packages and Their Key Pieces: Understanding Longitudinal Coherence in Learning Elementary Mathematics as Fundamental Mathematics Profound Understanding of Fundamental Mathematics Summary 6. Profound Understanding Of Fundamental Mathematics: When And How Is It Attained? When Is Profound Understanding of Fundamental Mathematics Attained?: What the Preteaching Groups Knew About the Four Topics Profound Understanding of Fundamental Mathematics: How It Is Attained Summary 7. Conclusion Address Teacher Knowledge and Student Learning at the Same Time 146 Enhance the Interaction Between Teachers' Study of School Mathematics and How to Teach It Refocus Teacher Preparation Understand the Role That Curricular Materials, Including Textbooks, Might Play in Reform Understand the Key to Reform: Whatever the Form of Classroom Interactions Might Be, They Must Focus on Substantive Mathematics Appendix References Fang and Paine's "Bridging Polarities: How Liping Ma's Knowing and Teaching Mathematics Entered the U.S. Mathematics and Mathematics Education Discourses" Liping Ma's Response to "Bridging Polarities" New to the 20th Anniversary edition: A Critique of the Structure of U.S. Elementary School Mathematics Index