Conclusion and Discussion
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.
KeywordsContent Knowledge Mathematics Teacher Prospective Teacher Pedagogical Content Knowledge Mathematics Knowledge
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