WorldCat Identities

Huang, Rongjin

Overview
Works: 12 works in 29 publications in 2 languages and 285 library holdings
Genres: Cross-cultural studies 
Roles: Editor, Other
Classifications: QA11.2, 510.71
Publication Timeline
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Most widely held works by Rongjin Huang
Educating prospective secondary mathematics teachers : knowledge, identity, and pedagogical practices( )

5 editions published in 2018 in English and held by 166 WorldCat member libraries worldwide

This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher' success in developing pedagogical strategies that lead toward students' mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers professional identities
How Chinese acquire and improve mathematics knowledge for teaching( )

7 editions published in 2018 in English and held by 63 WorldCat member libraries worldwide

While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers' life-long professional learning process in China. The book includes such chapters that can help readers to make possible connections of teachers' mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context. How Chinese Acquire and Improve Mathematics Knowledge for Teaching brings invaluable inspirations and insights to mathematics educators and teacher educators who wish to help teachers improve their knowledge, and to researchers who study this important topic beyond a static knowledge conception
Hai He di ping yuan shui tu zi yuan yu nong ye fa zhan yan jiu( Book )

2 editions published in 1991 in Chinese and held by 14 WorldCat member libraries worldwide

Heilonggang Diqu zong he zhi li yu nong ye zi yuan kai fa li yong( Book )

2 editions published in 1993 in Chinese and held by 11 WorldCat member libraries worldwide

Lu xi bei ping yuan zi ran tiao jian yu nong ye fa zhan( Book )

2 editions published in 1993 in Chinese and held by 9 WorldCat member libraries worldwide

Yan jiu huang huai hai ping yuan lu xi bei di qu nong ye zong he kai fa de cheng guo, shou lun wen 29 pian, fen wei nong ye zi ran tiao jian yu qu yu zhi li, nong ye chan liang ying xiang yin su yu nong ye gao chan yan jiu, li ti nong ye he cheng xiao nong ye 3 bu fen
Lu xi bei ping yuan kai fa zhi li yu nong ye xin ji shu yan jiu( Book )

2 editions published in 1994 in Chinese and held by 8 WorldCat member libraries worldwide

Shu xue xin ke cheng yu shu xue xue xi by Qiping Kong( Book )

3 editions published between 2003 and 2004 in Chinese and held by 5 WorldCat member libraries worldwide

Ben shu zhi li yu chan ming xin ke cheng li nian xia guan yu zhong xiao xue sheng xue xi shu xue de yi xie ji ben wen ti,She ji gai bian xue sheng de shu xue xue xi fang shi de jie shao,Shu xue xue xi yu xue sheng fa zhan de guan xi de tan tao deng
Zhongguo sheng tai huan jing jian she di dai xing yuan li yu shi jian( Book )

1 edition published in 2004 in Chinese and held by 4 WorldCat member libraries worldwide

Ben shu lun shu le wo guo zi ran di dai de xing cheng, Fen bu gui lü, Wo guo tu chu de sheng tai huan jing wen ti, San da qu 13 ge zi ran di dai de sheng tai huan jing te zheng ji qi zai sheng tai huan jing jian she yu bao hu zhong de you li he bu li yin su deng
Mathematical tasks in classrooms around the world( Book )

2 editions published between 2010 and 2013 in English and held by 2 WorldCat member libraries worldwide

Mathematical tasks have long been recognised as crucial mediators between mathematical content and the mathematics learner. For many people, the mathematics classroom is defined by the type of tasks one finds there - and this is appropriate. Mathematical tasks are the embodiment of the curricular pretext that brings each particular set of individuals together in every mathematics classroom. In other contexts, individuals come together to engage in musical performances or dramatic performances. The performances of the mathematics classroom are largely the performance of mathematical tasks and if we are to understand and facilitate the learning that is the purpose of such settings then we must understand the nature of the performances that we find there. The classroom performance of a task is ultimately a unique synthesis of task, teacher, students and situation. Of particular interest are differences in the function of mathematically similar tasks when employed by different teachers, in different classrooms, for different instructional purposes, with different students. By making comparison possible between the classroom use of mathematical tasks in different classrooms around the world, the analyses reported in this book reveal the profound differences in how each teacher utilises mathematical tasks, in partnership with their students, to create a distinctive form of mathematical activity. [Back cover]
International approaches to professional development of mathematics teachers( )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

How Chinese acquire and improve mathematics knowledge for teaching( Book )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

While the importance of knowledge for effective instruction has long been acknowledged, and the concept and structure of mathematics knowledge for teaching are far from being new, the process of such knowledge acquisition and improvement remains underexplored empirically and theoretically. The difficulty can well associate with the fact that different education systems embody different values for what mathematics teachers need to learn and how they can be assisted to develop their knowledge. To improve this situation with needed consideration about a system context and policies, this book takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers? life-long professional learning process in China. It includes such chapters that can help readers to make possible connections of teachers? mathematical knowledge for teaching in China with educational policies and program structures for mathematics teacher education in that system context
Mathematical tasks in classrooms around the world( Book )

1 edition published in 2010 in English and held by 0 WorldCat member libraries worldwide

 
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Mathematical tasks in classrooms around the world Mathematical tasks in classrooms around the world
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International approaches to professional development of mathematics teachersMathematical tasks in classrooms around the world
Alternative Names
Huang, Jung-chin

黄荣金

Languages
English (17)

Chinese (12)