國立虎尾科技大學 |

Novice Mathematics Teachers’ Professional Learning = A Multi-Case Study in Shanghai /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Novice Mathematics Teachers’ Professional Learning/ by Xiaoli Lu.
其他題名:	A Multi-Case Study in Shanghai /
作者:	Lu, Xiaoli.
面頁冊數:	XVII, 199 p. 7 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	General Mathematics and Education. -
電子資源:	https://doi.org/10.1007/978-3-658-37236-1
ISBN:	9783658372361

Novice Mathematics Teachers’ Professional Learning = A Multi-Case Study in Shanghai /
Lu, Xiaoli.

Novice Mathematics Teachers’ Professional LearningA Multi-Case Study in Shanghai /[electronic resource] :by Xiaoli Lu. - 1st ed. 2022. - XVII, 199 p. 7 illus.online resource. - Perspektiven der Mathematikdidaktik,2522-0802. - Perspektiven der Mathematikdidaktik,.

Introduction -- Literature Review -- Methodology -- The Case of Doris -- The Case of Jerry -- The Case of Tommy -- The Mentorship of Doris,Jerry and Tommy -- Discussion and Conclusion of the study.

This book investigates three novice high school mathematics teachers’ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice. About the author Xiaoli Lu majors in Mathematics Education at East China Normal University.

ISBN: 9783658372361

Standard No.: 10.1007/978-3-658-37236-1doiSubjects--Topical Terms:

1365846
General Mathematics and Education.

LC Class. No.: QA1-939

Dewey Class. No.: 510

Novice Mathematics Teachers’ Professional Learning = A Multi-Case Study in Shanghai /
LDR:02892nam a22003975i 4500 001 1094662
003 DE-He213
005 20220504121916.0
007 cr nn 008mamaa
008 221228s2022 gw | s |||| 0|eng d
020 $a 9783658372361 $9 978-3-658-37236-1
024 7 $a 10.1007/978-3-658-37236-1 $2 doi
035 $a 978-3-658-37236-1
050 4 $a QA1-939
072 7 $a PB $2 bicssc
072 7 $a MAT000000 $2 bisacsh
072 7 $a PB $2 thema
082 0 4 $a 510 $2 23
100 1 $a Lu, Xiaoli. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1197756
245 1 0 $a Novice Mathematics Teachers’ Professional Learning $h [electronic resource] : $b A Multi-Case Study in Shanghai / $c by Xiaoli Lu.
250 $a 1st ed. 2022.
264 1 $a Wiesbaden : $b Springer Fachmedien Wiesbaden : $b Imprint: Springer Spektrum, $c 2022.
300 $a XVII, 199 p. 7 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Perspektiven der Mathematikdidaktik, $x 2522-0802
505 0 $a Introduction -- Literature Review -- Methodology -- The Case of Doris -- The Case of Jerry -- The Case of Tommy -- The Mentorship of Doris,Jerry and Tommy -- Discussion and Conclusion of the study.
520 $a This book investigates three novice high school mathematics teachers’ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice. About the author Xiaoli Lu majors in Mathematics Education at East China Normal University.
650 2 4 $a General Mathematics and Education. $3 1365846
650 1 4 $a General Mathematics. $3 1365847
650 0 $a Mathematics. $3 527692
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783658372354
776 0 8 $i Printed edition: $z 9783658372378
830 0 $a Perspektiven der Mathematikdidaktik, $x 2522-0799 $3 1258875
856 4 0 $u https://doi.org/10.1007/978-3-658-37236-1
912 $a ZDB-2-SMA
912 $a ZDB-2-SXMS
950 $a Mathematics and Statistics (SpringerNature-11649)
950 $a Mathematics and Statistics (R0) (SpringerNature-43713)