| 000 | 03309nam a22004575i 4500 | ||
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| 999 |
_c98184 _d98184 |
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| 001 | 978-3-319-71207-9 | ||
| 003 | DE-He213 | ||
| 005 | 20191025085158.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 180315s2018 gw | s |||| 0|eng d | ||
| 020 | _a9783319712079 | ||
| 024 | 7 |
_a10.1007/978-3-319-71207-9 _2doi |
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| 040 | _cМУБИС. | ||
| 050 | 4 | _aLB1024.2-1050.75 | |
| 050 | 4 | _aLB1705-2286 | |
| 072 | 7 |
_aJNMT _2bicssc |
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| 072 | 7 |
_aEDU046000 _2bisacsh |
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| 072 | 7 |
_aJNMT _2thema |
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| 082 | 0 | 4 |
_a370.711 _223 |
| 100 | 1 |
_aNewton, Xiaoxia A. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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| 245 | 1 | 0 |
_aImproving Teacher Knowledge in K-12 Schooling _h[electronic resource] : _bPerspectives on STEM Learning / _cby Xiaoxia A. Newton. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2018. |
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| 300 |
_aXVII, 198 p. 29 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | _a1. 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 | _aThis 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 | _aSchools. | |
| 650 | 1 | 4 |
_aTeaching and Teacher Education. _0http://scigraph.springernature.com/things/product-market-codes/O31000 |
| 650 | 2 | 4 |
_aLearning & Instruction. _0http://scigraph.springernature.com/things/product-market-codes/O22000 |
| 650 | 2 | 4 |
_aSchools and Schooling. _0http://scigraph.springernature.com/things/product-market-codes/O52000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319712062 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319712086 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030100261 |
| 856 | 4 | 0 |
_uhttps://doi.org/10.1007/978-3-319-71207-9 _yElectronic version-Цахим хувилбар |
| 942 |
_2ddc _cEBOOK |
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