This volume brings together 16 essays that examine Chinese teachers’ acquisition and improvement of math knowledge for teaching through teacher preparation programs, school-based activities, and special programs. Education specialists from China, Europe, the US, and Australia discuss the educational systems and teacher education systems in Hong Kong, mainland China, and Taiwan; the history of the conception and acquisition of math teachers’ literacy and its development in China; different conceptualizations of math knowledge for teaching from an international perspective; pre-service elementary and secondary teacher preparation; in-service teachers’ knowledge improvement through teaching practice and professional development; and initiatives by the UK government that focus on learning from education systems in East Asia and applications of the Chinese system to the US. Annotation ©2018 Ringgold, Inc., Portland, OR (protoview.com)
How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China.
