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Author:   Ji-Won Son ,  Tad Watanabe ,  Jane-Jane Lo
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   Softcover reprint of the original 1st ed. 2017
Weight:   0.940kg
ISBN:  

9783319845906

ISBN 10:   331984590
Pages:   432
Publication Date:   18 July 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

"What can we learn from textbook analysis?.- The characteristics of Chinese textbooks from the perspective of international comparative studies.- Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan.- A comparative study on the difficulty level of mathematics textbooks in junior high school.- Discursive approaches to teaching and learning mathematics in Korea and the U.S..- Uncovering the label ""Asian"" in international comparative studies in mathematics.- Commentary.- Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs.- Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States.- A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea.- Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach.- Commentary.-  Cross cultural lesson planning and narrowing the teaching gapbetween the U.S. and Korea.- Enriching the ecosystem of educational cultures to enhance teacher preparation programs.- Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers.- Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students.- Patterns of eighth grade students' mathematical cognitive abilities.- What do TIMSS studies show about math achievement inequality.- Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK.- Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA.- Final Commentary."

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Author Information

Jin-Won Son is an Assistant Professor of Mathematics Education at University of Buffalo - SUNY's Department of Learning and Instruction.  Tad Watanabe is a Professor of Mathematics Education at Kennesaw State University's Department of Mathematics.  Jane-Jane Lo is a Professor of Mathematics Education at Western Michigan University's Department of Mathematics.

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