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Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 139852 1 134817 8 1999 Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Studies in Mathematical Thinking and Learning Series) total:31|5:2|4:1|3:1|2:0|1:0| 31 133 47 7 80886 4.29 31 7 2298197 109858 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Sun Apr 01 00:00:00 -0700 2007 Sat Jun 23 09:30:27 -0700 2007 Wed Dec 16 22:28:30 -0800 2009 more...]]> 59103357 2400015 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Sun Jan 01 00:00:00 -0800 2006 Tue Jun 09 21:20:31 -0700 2009 Fri Jul 03 10:18:08 -0700 2009 2 more...]]> 51522955 2186293 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 4 0 false Mon May 01 00:00:00 -0700 2006 Sat Apr 04 17:44:13 -0700 2009 Sat Apr 04 17:47:12 -0700 2009 31643674 1427947 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 4 0 false Fri Aug 15 00:00:00 -0700 2008 Sun Aug 31 04:50:24 -0700 2008 Sun Aug 31 04:53:56 -0700 2008 more...]]> 55240716 1771968 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 3 0 false Wed Jun 03 00:00:00 -0700 2009 Thu May 07 05:27:16 -0700 2009 Wed Jun 03 12:48:58 -0700 2009 2613006 160799 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 4 0 false Fri Jun 01 00:00:00 -0700 2007 Sun Jul 01 21:21:27 -0700 2007 Sun Jul 01 21:27:40 -0700 2007 3071312 191775 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 0 0 false Mon Jan 01 00:00:00 -0800 2007 Sat Jul 14 09:53:08 -0700 2007 Thu Dec 17 00:37:05 -0800 2009 78796135 1651092 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 0 0 false Mon Nov 23 17:49:14 -0800 2009 Mon Nov 23 17:49:14 -0800 2009 78188396 2895334 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 3 0 false Wed Nov 18 08:02:14 -0800 2009 Wed Nov 18 08:02:19 -0800 2009 74755910 2847257 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Fri Oct 16 13:58:02 -0700 2009 Fri Oct 16 13:58:02 -0700 2009 74113563 251739 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 4 0 false Sat Oct 10 17:16:22 -0700 2009 Sat Oct 10 17:16:22 -0700 2009 73928009 720505 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Thu Oct 08 20:05:42 -0700 2009 Thu Oct 08 20:05:50 -0700 2009 70938527 2728488 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Sat Sep 12 06:03:21 -0700 2009 Sat Sep 12 06:03:21 -0700 2009 67589419 2556264 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 0 0 false Sun Aug 16 06:18:57 -0700 2009 Sun Aug 16 06:19:00 -0700 2009 67051782 1613426 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Wed Aug 12 04:56:38 -0700 2009 Wed Aug 12 04:56:38 -0700 2009 67006794 763586 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 3 0 false Tue Aug 25 10:36:06 -0700 2009 Tue Aug 11 17:23:48 -0700 2009 Tue Aug 25 10:36:06 -0700 2009 60420571 1731678 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 5 0 false Sat Jun 20 10:49:10 -0700 2009 Sat Jun 20 10:49:10 -0700 2009 58523508 2384741 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 0 0 false Fri Jun 05 06:33:48 -0700 2009 Fri Jun 05 06:33:48 -0700 2009 55271881 1717105 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
]]> 1999 0 0 false Thu May 07 10:55:37 -0700 2009 Thu May 07 10:55:37 -0700 2009 54925345 1607994 139852 0805829091 9780805829099 7 http://photo.goodreads.com/books/1172113569m/139852.jpg http://photo.goodreads.com/books/1172113569s/139852.jpg http://www.goodreads.com/book/show/139852.Knowing_and_Teaching_Elementary_Mathematics_Teachers_Understanding_of_Fundamental_Mathematics_in_China_and_the_United_States 4.29 31
Studies of U.S. teacher knowledge often document insufficient subject matter knowledge in mathematics. But, they give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education.


This book describes the nature and development of the profound understanding of fundamental mathematics that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.


The studies described in this book suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than that of most U.S. elementary teachers. Their understanding of the mathematics they teach and--equally important--of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives.


Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.
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