Professional Development of Mathematics Teachers: An Asian Perspective

ISBN-13: 9789811096631 / Angielski / Miękka / 2018 / 239 str.

Berinderjeet Kaur; Oh Nam Kwon; Yew Hoong Leong

Recenzje

"This book ... is of high relevance for those interested in mathematics education in general and mathematics teacher professional development in Asia in particular." (Xinrong Yang and Gabriele Kaiser, Educational Studies in Mathematics, Vol. 103, 2020)
"Professional Development of Mathematics Teachers: An Asian Perspective ... offers a rich source of information on mathematics teacher development in Asia, including training and support for practicing teachers. ... The book is highly academic and therefore full of theories, data, analysis, and insight. It also has lots of informative and descriptive tables and figures. ... the book is put together primarily for researchers, policy makers, and mathematics teacher educators as a tool for policy and academic discourse." (Woong Lim, MAA Reviews, maa.org, May, 2017)

Spis treści

1 Mathematics Teacher Professional Development: An Asian Perspective.- Part I.- 2 Professional Development of Secondary Mathematics Teachers in Mainland China.- 3 The Endless Long-Term Programme of Mathematics Teacher Professional Development in Indonesia.- 4 Lesson Study: The Fundamental Driver for Mathematics Teachers Development in Japan.- 5 Towards Balancing Knowledge and Practice of In-service Mathematics Teacher Education Program in Korea.- 6 Profiling Mathematics Teacher Professional Development in Malaysia.- 7 Congruence between Context and Opportunities for Professional Development of Mathematics Teachers in the Philippines.- 8 Professional Development of Mathematics Teachers in Singapore.- 9 Mathematics Teachers Professional Development in Taiwan.- Part II.- 10 Constraints and Affordances in bringing about Shifts in Practice towards Developing Reasoning in Mathematics: A Case Study.- 11 A Community-based, Practice-oriented teacher Professional Development Program: Changes in Teaching Culture in Korea.- 12 Classroom as a Site for Teacher Learning: Emergence of a Paradigm Shift in Mathematics Teacher Education in Pakistan.- 13 Teaching for Metacognition Project: Construction of Knowledge by Mathematics Teachers Working and Learning Collaboratively in Multitier Communities of Practice.- 14 Boundary Objects within a Replacement Unit Strategy for Mathematics Teacher Development.- 15 Facilitating Professional Growth of Taiwanese In-Service Mathematics Teachers through an Innovative School-based Program.- 16 School-based In-service Mathematics Teachers' Professional Development: Designing Diagnostic Conjecturing Activities.

O autorze

Berinderjeet Kaur is a Professor of Mathematics Education at the National Institute of Education in Singapore. Her research interests include mathematics teacher development and comparative studies in mathematics education. She has been involved in numerous international studies on Mathematics Education and was the Mathematics Consultant to TIMSS 2011 and a member of the MEG (Mathematics Expert Group) for PISA 2015.

Oh Nam Kwon is a Professor of Mathematics Education at Seoul National University. Her research interests include curriculum development, inquiry-oriented teaching, and teacher education. She serves on the Editorial Board for the Springer book series “Advances in Mathematics Education.” She has served as a committee member for international mathematics education organizations, and as a member of the 2015 OECD/PISA Mathematics Expert Group.

Leong Yew Hoong is an Assistant Professor with the Mathematics and Mathematics Education Academic Group, National Institute of Education, Nanyang Technological University in Singapore. He engages in design research that places emphasis on mathematics teacher development, problem solving, and teaching for low achievers.

Blurb

This book offers a counterpart to the extensive corpus of literature available on the same topic from a Western perspective. It showcases innovative approaches to professional development of mathematics teachers in Asian countries, and reports on both empirical and expository studies of teachers’ professional development in these counties. It provides scholars from non-English-speaking and under-represented Asian countries the opportunity to engage in discourse with other scholars in the field, and is the first book to present substantial contributions from scholars in Asia on the professional development of mathematics teachers in their respective countries. It includes perspectives that shed valuable light on how the approaches pursued in Asian countries resemble or differ from those in the West.