What Matters? Research Trends in International Comparative Studies in Mathematics Education
-15%
portes grátis
What Matters? Research Trends in International Comparative Studies in Mathematics Education
Lo, Jane-Jane; Watanabe, Tad; Son, Ji-Won
Springer International Publishing AG
07/2018
432
Mole
Inglês
9783319845906
15 a 20 dias
940
Descrição não disponível.
What can we learn from textbook analysis?.- The characteristics of Chinese textbooks from the perspective of international comparative studies.- Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan.- A comparative study on the difficulty level of mathematics textbooks in junior high school.- Discursive approaches to teaching and learning mathematics in Korea and the U.S..- Uncovering the label "Asian" in international comparative studies in mathematics.- Commentary.- Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs.- Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States.- A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea.- Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach.- Commentary.- Cross cultural lesson planning and narrowing the teaching gapbetween the U.S. and Korea.- Enriching the ecosystem of educational cultures to enhance teacher preparation programs.- Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers.- Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students.- Patterns of eighth grade students' mathematical cognitive abilities.- What do TIMSS studies show about math achievement inequality.- Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK.- Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA.- Final Commentary.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Achievement gap and mathematics education;Cross cultural lesson planning and mathematics education;Cultural traditions and mathematics education;International comparative studies and mathematics education;International mathematics education;Large scale data and mathematics education;Learning gap and mathematics education;Mathematics Education;Mathematics teacher education;Modeling and mathematics education;Pedagogy and mathematics;TEDS-M data and teacher readiness;TIMSS;Textbook analysis and mathematics education;learning and instruction
What can we learn from textbook analysis?.- The characteristics of Chinese textbooks from the perspective of international comparative studies.- Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan.- A comparative study on the difficulty level of mathematics textbooks in junior high school.- Discursive approaches to teaching and learning mathematics in Korea and the U.S..- Uncovering the label "Asian" in international comparative studies in mathematics.- Commentary.- Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs.- Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States.- A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea.- Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach.- Commentary.- Cross cultural lesson planning and narrowing the teaching gapbetween the U.S. and Korea.- Enriching the ecosystem of educational cultures to enhance teacher preparation programs.- Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers.- Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students.- Patterns of eighth grade students' mathematical cognitive abilities.- What do TIMSS studies show about math achievement inequality.- Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK.- Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA.- Final Commentary.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Achievement gap and mathematics education;Cross cultural lesson planning and mathematics education;Cultural traditions and mathematics education;International comparative studies and mathematics education;International mathematics education;Large scale data and mathematics education;Learning gap and mathematics education;Mathematics Education;Mathematics teacher education;Modeling and mathematics education;Pedagogy and mathematics;TEDS-M data and teacher readiness;TIMSS;Textbook analysis and mathematics education;learning and instruction
