Prospective mathematics teachers' knowledge of algebra : teaching in China and the United States of America
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The work Prospective mathematics teachers' knowledge of algebra : teaching in China and the United States of America represents a distinct intellectual or artistic creation found in University of Oklahoma Libraries. This resource is a combination of several types including: Work, Language Material, Books.
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Prospective mathematics teachers' knowledge of algebra : teaching in China and the United States of America
Resource Information
The work Prospective mathematics teachers' knowledge of algebra : teaching in China and the United States of America represents a distinct intellectual or artistic creation found in University of Oklahoma Libraries. This resource is a combination of several types including: Work, Language Material, Books.
 Label
 Prospective mathematics teachers' knowledge of algebra : teaching in China and the United States of America
 Title remainder
 teaching in China and the United States of America
 Statement of responsibility
 Rongjin Huang
 Subject

 Mathematics  Study and teaching  United States
 Droit
 Mathematics  Study and teaching
 Electronic books
 Sciences humaines
 MATHEMATICS  Reference
 EDUCATION  Essays
 China
 MATHEMATICS  Essays
 United States
 Sciences sociales
 EDUCATION  Reference
 Mathematics  Study and teaching  China
 EDUCATION  Organizations & Institutions
 MATHEMATICS  PreCalculus
 Language
 eng
 Summary
 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 their structure of knowledge of algebra for teaching is much more interconnected. They 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. Contents · Knowledge Needed for Teaching · Mathematics Teacher Education in China and the U.S.A. · Instrumentation, Data Collection, and Data Analysis · Comparison of Knowledge of Algebra for Teaching (KAT) between China and the U.S.A. · Relationship among Different Components of KAT · Comparison of KTCF between China and the U.S.A. Target Groups · Researchers, academics, and scholars of mathematics and didactics · Teachers The Author Dr. Rongjin Huang works as an associate Professor at the Middle Tennessee State University, U.S.A
 Cataloging source
 N$T
 Dewey number
 510.71
 Index
 no index present
 LC call number
 QA11.2
 Literary form
 non fiction
 Nature of contents
 dictionaries
 Series statement
 Perspektiven der Mathematikdidaktik
 Series volume
 7
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