teachers' understanding of fundamental mathematics in China and the United States /
First Statement of Responsibility
Liping Ma.
EDITION STATEMENT
Edition Statement
Anniversary ed.
.PUBLICATION, DISTRIBUTION, ETC
Place of Publication, Distribution, etc.
New York :
Name of Publisher, Distributor, etc.
Routledge,
Date of Publication, Distribution, etc.
2010.
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
xxxiv, 194 p. :
Other Physical Details
ill. ;
Dimensions
24 cm.
SERIES
Series Title
Studies in mathematical thinking and learning
INTERNAL BIBLIOGRAPHIES/INDEXES NOTE
Text of Note
Includes bibliographical references and indexes.
CONTENTS NOTE
Text of Note
1. Subtraction with regrouping: approaches to teaching a topic -- 2. Multidigit number multiplication: dealing with students' mistakes -- 3. Generating representations: division by fractions -- 4. Exploring new knowledge: the relationship between perimeter and area -- 5. Teachers' subject matter knowledge: profound understanding of fundamental mathematics -- 6. Profound understanding of fundamental mathematics: when and how is it attained? -- 7. Conclusion
0
TOPICAL NAME USED AS SUBJECT
Comparative education.
Mathematics-- Study and teaching (Elementary)-- China.
Mathematics-- Study and teaching (Elementary)-- United States.