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The math teachers know[electronic resource] :profound understanding of emergent mathematics /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	510.71
書名/作者:	The math teachers know : profound understanding of emergent mathematics // by Brent Davis, Moshe Renert.
作者:	Davis, Brent.
其他作者:	Renert, Moshe,
出版者:	New York, N.Y. : : Routledge,, 2014.
面頁冊數:	vi, 141 p. : : ill.
標題:	Mathematics - Study and teaching
標題:	Effective teaching.
標題:	Mathematics teachers.
ISBN:	9780203797044 (e-book : PDF)
書目註:	Includes bibliographical references (p. [129]-136) and index.
內容註:	1. Teachers' mathematics : framing the question -- 2. Knowing and learning (mathematics) : some game-changing insights -- 3. Substructing emergent mathematics : cultivating an open disposition -- 4. Concept study : teachers co-constructing mathematics -- 5. Pedagogical problem solving : the emergence of a community of experts -- 6. Concept study in the classroom : enacting an open way of being -- 7. The mathematics teachers (need to) know : profound understanding of emergent mathematics.
摘要、提要註:	"What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge--that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers' lives in classrooms"--
電子資源:	Click here to view

The math teachers know[electronic resource] :profound understanding of emergent mathematics /
Davis, Brent.

The math teachers knowprofound understanding of emergent mathematics /[electronic resource] :by Brent Davis, Moshe Renert. - New York, N.Y. :Routledge,2014. - vi, 141 p. :ill.

Includes bibliographical references (p. [129]-136) and index.

1. Teachers' mathematics : framing the question -- 2. Knowing and learning (mathematics) : some game-changing insights -- 3. Substructing emergent mathematics : cultivating an open disposition -- 4. Concept study : teachers co-constructing mathematics -- 5. Pedagogical problem solving : the emergence of a community of experts -- 6. Concept study in the classroom : enacting an open way of being -- 7. The mathematics teachers (need to) know : profound understanding of emergent mathematics.

"What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge--that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers' lives in classrooms"--

Electronic reproduction.
[London, Eng. :

2013].

PDF file created from digital scan of print book.

ISBN: 9780203797044 (e-book : PDF)Subjects--Topical Terms:

604608
Mathematics
--Study and teachingIndex Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: QA11.2 / .D38 2014

Dewey Class. No.: 510.71 / D261

The math teachers know[electronic resource] :profound understanding of emergent mathematics /
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520 $a "What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge--that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers' lives in classrooms"-- $c Provided by publisher.
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