The mathematical knowledge of elementary school teachers: A comparative perspective

The mathematical knowledge of elementary school teachers: A comparative perspective

• Wong, Ngai Ying The Hong Kong Institute of Education
• Rowland, Tim
• Chan, Wing Sum
• Cheung, Ka Luen
• Han, Ngai Sze

Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, 14(2), 173-194, 2010

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

The Chinese Learner Cross-Cultural Comparison Teacher Education Pedagogical Content Knowledge Subject Matter Knowledge

• Hong Kong
• England
• China

• 1997.7 onwards

• Primary Education

This study examines the differences and similarities of mathematics teachers’ subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp. 3–18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.
[Copyright © 2010 Korean Society of Mathematical Education.]

• English

Journal Articles

https://bibliography.lib.eduhk.hk/bibs/a5227113

2015-11-05