Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview

doi:10.1007/978-3-319-63555-2_17

UM > Faculty of Education

Status	已發表Published
	Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview
	Novotná，Jarmila 1; Bartolini Bussi，Maria G.2; Beckmann，Sybilla 3; Inprasitha，Maitree 4; Kaur，Berinderjeet 5; Sun，Xu Hua6 ; Venkat，Hamsa 7; Askew，Mike 7,8
	2018
Source Publication	New ICMI Study Series
Pages	399-435
Abstract	The goal of the chapter is to explore and discuss teacher education in different parts of the world and to emphasize the commonalities and differences not only in the panellists’ countries, but in a broad perspective. By looking at differences in the parts and processes of different educational systems, we can learn from each other and develop a more integrated perspective on teacher education. Most research studies in the field of primary mathematics teacher education at the international level focus on curricula within teacher education and on the knowledge a primary teacher needs for teaching well. WNA provides a context for developing understandings and constructing arguments that adhere to the practices and norms of more advanced mathematics. Two key issues frame the chapter: ways to increasing and deepening teachers’ mathematical understandings and developing tools that support their mathematics teaching. Examples from seven countries are accompanied by brief information about the organization of primary teacher education in each of them.
DOI	10.1007/978-3-319-63555-2_17
URL	View the original
Language	英語English
Scopus ID	2-s2.0-85067944039
Fulltext Access	View Full-Text via DOI View Full-Text via Scopus
Citation statistics
Document Type	Book chapter
Collection	Faculty of Education
Corresponding Author	Novotná，Jarmila
Affiliation	1.Charles University,Prague,Czech Republic,and Laboratoire “Culture et Diffusion des Savoirs”,Université de Bordeaux,Bordeaux,France 2.Department of Education and Humanities,University of Modena and Reggio Emilia,Modena,Italy 3.University of Georgia,Athens,United States 4.Khon Kaen University,Khon Kaen,Thailand 5.National Institute of Education,Nanyang Technological University,Singapore,Singapore 6.Faculty of Education,University of Macau,Macao,China 7.University of the Witwatersrand,Johannesburg,South Africa 8.Monash University,Melbourne,Australia
Recommended Citation GB/T 7714	Novotná，Jarmila,Bartolini Bussi，Maria G.,Beckmann，Sybilla,et al. Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview[M]. New ICMI Study Series, 2018, 399-435.
APA	Novotná，Jarmila., Bartolini Bussi，Maria G.., Beckmann，Sybilla., Inprasitha，Maitree., Kaur，Berinderjeet., Sun，Xu Hua., Venkat，Hamsa., & Askew，Mike (2018). Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview. New ICMI Study Series, 399-435.

Files in This Item:
There are no files associated with this item.

If you have any objections to this item, please fill out the form below and the administrator will contact you as soon as possible.
Content:
Email：	*
Affiliation No.
Verification Code:	Refresh

Any comments and suggestions are welcomed.
Title:	*
Content:
Email：	*
Verification Code:	Refresh