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Conclusion and Discussion

  • Rongjin Huang
Chapter
Part of the Perspektiven der Mathematikdidaktik book series (PERMA)

Abstract

Before discussing my findings, I would like to point out the disparity of sampling and courses taken between China and the U.S. First, the U.S. sample was a convenience sample taken from an interdisciplinary middle grade math and science program in a large public university. The U.S. participants came primarily from one of three routes of middle grade mathematics teacher preparation: a program designed exclusively for middle grade teachers’ preparation. The Chinese participants were sampled from the secondary prospective mathematics preparation programs. In China, secondary school includes middle and high schools. There is only one type of secondary mathematics teacher preparation program (including middle and high schools) although there are variations regarding course design and arrangement.

Keywords

Content Knowledge Mathematics Teacher Prospective Teacher Pedagogical Content Knowledge Mathematics Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Fachmedien Wiesbaden 2014

Authors and Affiliations

  1. 1.Middle Tennessee State UniversityMurfreesboroUSA

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