| 書目名稱 | Prospective Mathematics Teachers’ Knowledge of Algebra |
| 副標(biāo)題 | A Comparative Study |
| 編輯 | Rongjin Huang |
| 視頻video | http://file.papertrans.cn/762/761424/761424.mp4 |
| 概述 | Publication in the field of natural sciences.Includes supplementary material: |
| 叢書名稱 | Perspektiven der Mathematikdidaktik |
| 圖書封面 |  |
| 描述 | Rongjin Huang examines teachers’ knowledge of algebra for teaching,?with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and the Chinese participants’ structure of knowledge of algebra for teaching is much more interconnected. Chinese participants show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching. |
| 出版日期 | Book 2014 |
| 關(guān)鍵詞 | China an USA; Function and quadratic equation; Middle and highschools; Prospective teachers; Teachers‘ k |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-3-658-03672-0 |
| isbn_softcover | 978-3-658-03671-3 |
| isbn_ebook | 978-3-658-03672-0Series ISSN 2522-0799 Series E-ISSN 2522-0802 |
| issn_series | 2522-0799 |
| copyright | Springer Fachmedien Wiesbaden 2014 |
|Archiver|手機(jī)版|小黑屋|
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