Professional Development Of Mathematics Teachers: An Asian Perspective by BERINDERJEET KAURProfessional Development Of Mathematics Teachers: An Asian Perspective by BERINDERJEET KAUR

Professional Development Of Mathematics Teachers: An Asian Perspective

byBERINDERJEET KAUREditorOh Nam Kwon, Yew Hoong Leong

Paperback | April 30, 2018

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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.
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 Consulta...
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Title:Professional Development Of Mathematics Teachers: An Asian PerspectiveFormat:PaperbackDimensions:239 pages, 9.41 × 7.24 × 0.98 inPublished:April 30, 2018Publisher:Springer NatureLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:9811096635

ISBN - 13:9789811096631

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Table of Contents

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.