Abstracts of The First Sourcebook on Asian Research in by Bharath Sriraman

By Bharath Sriraman

Arithmetic and technology schooling have either grown in fertile instructions in numerous geographic areas. but, the mainstream discourse in foreign handbooks doesn't lend voice to advancements in cognition, curriculum, instructor improvement, overview, coverage and implementation of arithmetic and technology in lots of international locations. satirically, even with advances in info expertise and the “flat earth” syndrome, outdated differences and biases among various teams of researcher's persist. furthermore constrained accessibility to meetings and journals additionally give a contribution to this challenge. The overseas Sourcebooks in arithmetic and technology schooling concentrate on under-represented areas of the realm and gives a platform for researchers to exhibit their examine and improvement in parts inside arithmetic and technology schooling. the 1st Sourcebook on Asian examine in arithmetic schooling: China, Korea, Singapore, Japan, Malaysia and India presents the 1st synthesized therapy of arithmetic schooling that has either constructed and is now prominently rising within the Asian and South Asian global. The ebook is geared up in sections coordinated via leaders in arithmetic schooling in those nations and editorial groups for every kingdom affiliated with them. the aim of certain sourcebook is to either consolidate and survey the demonstrated physique of study in those international locations with findings that experience inspired ongoing study agendas and trained practices in Europe, North the USA (and different international locations) as well as serving as a platform to show off current learn that has formed instructor schooling, curricula and coverage in those Asian nations. The ebook will function a customary reference for arithmetic schooling researchers, coverage makers, practitioners and scholars either in and out of doors Asia, and supplement the Nordic and Nctm views.

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45 PART V TEACHING AND TEACHER EDUCATION CHAPTER 19 COMPARING TEACHERS’ KNOWLEDGE ON MULTIDIGIT DIVISION BETWEEN THE UNITED STATES AND CHINA Shuhua An California State University, Long Beach Song A. S. and Chinese teachers on their content, pedagogical, and pedagogical content knowledge of multidigit division. The findings show that Chinese teachers use estimation as a main approach to foster students’ conceptual understanding and computation fluency in multidigit division. In this approach, they would integrate, review, and scaffold their instruction while also allowing the students to try the division first.

All worked examples (designed for new learning) are situated in concrete situations to help students make sense of inverse relationships. The concreteness is then naturally connected to abstract representations. Finally, the Chinese textbooks space the learning of inverse operations over time. After a focused study in either first or second grade, both types of inverse relationships are subtly revisited across grades. Keywords: early algebra, Chinese textbook approaches, inverse operations, addition and subtraction, multiplication and division Abstracts of The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India, p.

Keywords: teacher knowledge in mathematics, multidigit division, estimation, algorism, place value, review and scaffolding Abstracts of The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India, p. 49 Copyright © 2013 by Information Age Publishing All rights of reproduction in any form reserved.

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