國立虎尾科技大學 |

Improving Teacher Knowledge in K-12 Schooling = Perspectives on STEM Learning /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Improving Teacher Knowledge in K-12 Schooling/ by Xiaoxia A. Newton.
其他題名:	Perspectives on STEM Learning /
作者:	Newton, Xiaoxia A.
面頁冊數:	XVII, 198 p. 29 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Teaching. -
電子資源:	https://doi.org/10.1007/978-3-319-71207-9
ISBN:	9783319712079

Improving Teacher Knowledge in K-12 Schooling = Perspectives on STEM Learning /
Newton, Xiaoxia A.

Improving Teacher Knowledge in K-12 SchoolingPerspectives on STEM Learning /[electronic resource] :by Xiaoxia A. Newton. - 1st ed. 2018. - XVII, 198 p. 29 illus.online resource.

1. K-12 Mathematical Learning Experiences -- 2. Teachers’ and Math Coaches’ Understanding of Basic Mathematical Ideas -- 3. Undergraduate STEM Majors’ Understanding of Slope -- 4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools -- 5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like? -- 6. Placing Mathematics Teachers’ Content Training in the Broader Context in the US. .

This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.

ISBN: 9783319712079

Standard No.: 10.1007/978-3-319-71207-9doiSubjects--Topical Terms:

555255
Teaching.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

Improving Teacher Knowledge in K-12 Schooling = Perspectives on STEM Learning /
LDR:02877nam a22004095i 4500 001 994983
003 DE-He213
005 20200705105719.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319712079 $9 978-3-319-71207-9
024 7 $a 10.1007/978-3-319-71207-9 $2 doi
035 $a 978-3-319-71207-9
050 4 $a LB1024.2-1050.75
050 4 $a LB1705-2286
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
100 1 $a Newton, Xiaoxia A. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1202249
245 1 0 $a Improving Teacher Knowledge in K-12 Schooling $h [electronic resource] : $b Perspectives on STEM Learning / $c by Xiaoxia A. Newton.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2018.
300 $a XVII, 198 p. 29 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
505 0 $a 1. K-12 Mathematical Learning Experiences -- 2. Teachers’ and Math Coaches’ Understanding of Basic Mathematical Ideas -- 3. Undergraduate STEM Majors’ Understanding of Slope -- 4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools -- 5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like? -- 6. Placing Mathematics Teachers’ Content Training in the Broader Context in the US. .
520 $a This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.
650 0 $a Teaching. $3 555255
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Schools. $3 557489
650 1 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Schools and Schooling. $3 1139947
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319712062
776 0 8 $i Printed edition: $z 9783319712086
776 0 8 $i Printed edition: $z 9783030100261
856 4 0 $u https://doi.org/10.1007/978-3-319-71207-9
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)