Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010343903 | QA11.2 F36 2014 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This book responds to the growing interest in the scholarship of mathematics teaching; over the last 20 years the importance of teachers' knowledge for effective teaching has been internationally recognised. For many mathematics teachers, the critical link between practice and knowledge is implied rather than explicitly understood or expressed. This means it can be difficult to assess and thus develop teachers' professional knowledge. The present book is based on two studies investigating exactly how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: The findings in this book have significant implications for teachers, teacher educators, school administrators and educational researchers, as well as policy-makers and school practitioners worldwide.
Author Notes
Prof. Lianghuo Fan is a Personal Chair in Education at Southampton Education School, University of Southampton, where he also serves as the Head of Mathematics and Science Education Research Centre. He received his MSc from East China Normal University, Shanghai and his PhD from the University of Chicago, USA. Prof. Fan has extensive experience in education in China, USA, Singapore and now UK.
