24 Jun Knowing and Teaching Elementary Mathematics: Teachers’ The central message of Liping Ma’s book is that, compared to their American. Knowing and Teaching Elementary Mathematics: Teachers’ Understanding. Fundamental Mathematics in China and the United States. (). Liping. Lawrence Erlbaum . project provided part of the motivation for Ma’s work.) KTEM itself a. Knowing and Teaching Mathematics describes the nature and development of the “profound understanding of fundamental mathematics” that elementary.

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This book is an excellent resource and will interest anyone involved in teaching xnd teachers, as well as researchers concerned with teachers’ knowledge of content and methods.

Ma as their own. S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children.

## Knowing and Teaching Elementary Mathematics

I also recommend it to all university teacher educators who want their students to develop that ‘profound understanding of fundamental mathematics’ that allows Chinese students to outscore their American counterparts in international assessments.

Early language learning and teaching: Studies of teachers in the U. The anniversary edition of this bestselling volume includes the original studies that compare U. Knowing and Teaching Elementary Mathematics is an important book. I highly recommend this brief volume to elementary school teachers kiping wish to improve their teaching of mathematics.

After a term as a senior scientist at the Carnegie Foundation for the Advancement of Teaching, she is now an independent scholar.

Division By Fractions 4. Skickas inom vardagar. It is also helping to unify some disparate forces in mathematics education on at least a few ideas for continuing positive changes Dealing With Students’ Mistakes 3. And it mathfmatics the necessity, highlighted in NCTM’s Standards documents, that even at the elementary school matnematics, students can, and should, learn challenging mathematics.

Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. An added bonus is that, despite the somewhat forbidding educationese of its title, the mathemayics is quite readable Profound Understanding Of Fundamental Mathematics: Ma has done a masterful job of showing how the conceptual approach of Chinese elementary school teachers succeeds where the procedural approach of their American counterparts flounders In doing so, she helps us to understand elementary mathematics as a complex and demanding subject that is to be taken seriously.

For those interested in improving precollege mathematics education in the U.

Ma shows is that we need both. Teachers’ Subject Matter Knowledge: Journal Article 1 New to the Anniversary Edition: Bloggat om Knowing and Teaching Elementary Mathematics. Approaches To Teaching A Topic 2.

Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.

I recommend this book! Its broad appeal offers some hope for common ground in math education Districts have distributed her book to teachers. Supporters of the National Council of Teachers of Elementagy NCTM reform agenda are pleased by her stress on real understanding as opposed to mere computational competence.

### Knowing and Teaching Elementary Mathematics – Liping Ma – HĂ¤ftad () | Bokus

Profound Understanding Of Fundamental Mathematics 6. For those who are skeptical that mathematics education research can say much of value, it can serve as a counterexample.

Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.

Both need a deep knowledge of the mathematics which comes in later grades, at least three or four, for this knowledge should influence how topics are taught.