NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ785266
Record Type: Journal
Publication Date: 2007-Dec
Pages: 11
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1386-4416
Knowledge Growth of Mathematics Teachers during Professional Activity Based on the Task of Lesson Explaining
Peng, Aihui
Journal of Mathematics Teacher Education, v10 n4-6 p289-299 Dec 2007
"Lesson explaining" has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of "explaining" a mathematics lesson for teaching probability is described. The analysis shows how the individual teacher develops his own subject matter knowledge of probability and how the professional community develops their pedagogical content knowledge during the professional activities based on the task of lesson explaining. In the concluding remarks, lesson explaining is described as a model of professional development for in-service mathematics teacher and is used as the basis for an alternative explanation for the Confucian heritage culture (CHC) learner paradox and the CHC teacher paradox.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China