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Profound understanding of fundamenta...

Stanford University.

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Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained?/
Author:	Ma, Liping.
Description:	289 p.
Notes:	Adviser: Lee S. Shulman.
Contained By:	Dissertation Abstracts International57-02A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9620514

Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained?
Ma, Liping.

Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained? - 289 p.

Adviser: Lee S. Shulman.

Thesis (Ph.D.)--Stanford University, 1996.

The gap in math achievement between American students and students of some Asian countries has attracted the attention of our research community. The "knowledge gap" may not be limited to students. There may be a parallel gap in teachers' knowledge. In a study I conducted at the National Center for Research on Teacher Education, most of the American teachers were unable to make up a story to illustrate the meaning of division by fractions. In contrast, a group of Chinese teachers succeeded. Many of them provided even more than one story to elaborate various facets of the topic. Such a contrast also occurred in several other common areas of elementary math. This apparent difference between Chinese and U.S. teachers' knowledge is paradoxical. Chinese teachers have much less formal education, yet seem to have more comprehensive understanding of school math than their American counterparts. How is it possible that teachers can achieve more understanding through less education? Conducting a comparative study, I use the research instruments of influential American studies to investigate some Chinese teachers' knowledge of school math. Rich examples of how the teachers understand elementary math present a particular picture of what I would call "Profound understanding of fundamental math." The study leads to a better understanding of teachers' math knowledge that promotes conceptual learning, and calls for a reflection on current teacher education.Subjects--Topical Terms:

516171
Education, Elementary.

Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained?
LDR:02362nmm 2200277 a 45 001 865062
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008 100728s1996 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9620514
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040 $a UMI $c UMI
100 1 $a Ma, Liping. $3 534688
245 1 0 $a Profound understanding of fundamental mathematics: What is it, why is it important, and how is it attained?
300 $a 289 p.
500 $a Adviser: Lee S. Shulman.
500 $a Source: Dissertation Abstracts International, Volume: 57-02, Section: A, page: 0613.
502 $a Thesis (Ph.D.)--Stanford University, 1996.
520 $a The gap in math achievement between American students and students of some Asian countries has attracted the attention of our research community. The "knowledge gap" may not be limited to students. There may be a parallel gap in teachers' knowledge. In a study I conducted at the National Center for Research on Teacher Education, most of the American teachers were unable to make up a story to illustrate the meaning of division by fractions. In contrast, a group of Chinese teachers succeeded. Many of them provided even more than one story to elaborate various facets of the topic. Such a contrast also occurred in several other common areas of elementary math. This apparent difference between Chinese and U.S. teachers' knowledge is paradoxical. Chinese teachers have much less formal education, yet seem to have more comprehensive understanding of school math than their American counterparts. How is it possible that teachers can achieve more understanding through less education? Conducting a comparative study, I use the research instruments of influential American studies to investigate some Chinese teachers' knowledge of school math. Rich examples of how the teachers understand elementary math present a particular picture of what I would call "Profound understanding of fundamental math." The study leads to a better understanding of teachers' math knowledge that promotes conceptual learning, and calls for a reflection on current teacher education.
590 $a School code: 0212.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 57-02A.
790 $a 0212
790 1 0 $a Shulman, Lee S., $e advisor
791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9620514