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Investigating the pedagogy of mathematics: how do teachers develop their knowledge

Investigating the pedagogy of mathematics: how do teachers develop their knowledge
Investigating the pedagogy of mathematics: how do teachers develop their knowledge
This book responds to the rapidly growing interest, internationally, in the scholarship of teacher knowledge and professional development over the last decades. The book is based on two studies the author conducted in Chicago and Singapore, respectively, investigating how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: how teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge, how important in-service training and organized professional activities are, and how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on the development of their pedagogical knowledge.

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.
978-1-78326-457-5
Imperial College Press
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0

Fan, Lianghuo (2014) Investigating the pedagogy of mathematics: how do teachers develop their knowledge , London, GB. Imperial College Press, 368pp.

Record type: Book

Abstract

This book responds to the rapidly growing interest, internationally, in the scholarship of teacher knowledge and professional development over the last decades. The book is based on two studies the author conducted in Chicago and Singapore, respectively, investigating how teachers developed their pedagogical knowledge in mathematics from different sources. It describes: how teachers' own teaching experience and reflection, and their daily exchanges with colleagues, are the most important sources of knowledge, how important in-service training and organized professional activities are, and how teachers' previous experiences as students, their pre-service training and their reading of professional literature have less influence on the development of their pedagogical knowledge.

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.

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More information

Published date: 2014
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 359254
URI: https://eprints.soton.ac.uk/id/eprint/359254
ISBN: 978-1-78326-457-5
PURE UUID: f3b23df0-0441-45f4-adad-c68a47910035

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Date deposited: 24 Oct 2013 13:20
Last modified: 16 Jul 2019 21:18

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