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Novice Mathematics Teachers’ Professional Learning

A Multi-Case Study in Shanghai

  • Book
  • © 2022

Overview

Authors:
  1. Xiaoli Lu

    1. School of Mathematical Sciences and Shanghai Key Laboratory of PMMP, East China Normal University Shanghai, Shanghai, China

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Part of the book series: Perspektiven der Mathematikdidaktik (PERMA)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Introduction

    • Xiaoli Lu
    Pages 1-6

  3. Literature Review and Theoretical Framework

    • Xiaoli Lu
    Pages 7-33

  4. Research Methodology and Study Design

    • Xiaoli Lu
    Pages 35-60

  5. The Case of Doris

    • Xiaoli Lu
    Pages 61-92

  6. The Case of Jerry

    • Xiaoli Lu
    Pages 93-118

  7. The Case of Tommy

    • Xiaoli Lu
    Pages 119-143

  8. The Mentorship For Doris, Jerry, And Tommy

    • Xiaoli Lu
    Pages 145-155

  9. Discussion And Conclusion Of The Study

    • Xiaoli Lu
    Pages 157-183

  10. Back Matter

    Pages 185-199
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Keywords

About this book

This book investigates three novice high school mathematics teachers’ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.



Authors and Affiliations

  • School of Mathematical Sciences and Shanghai Key Laboratory of PMMP, East China Normal University Shanghai, Shanghai, China

    Xiaoli Lu

About the author

About the author
Xiaoli Lu majors in Mathematics Education at East China Normal University.

Bibliographic Information

  • Book Title: Novice Mathematics Teachers’ Professional Learning

  • Book Subtitle: A Multi-Case Study in Shanghai

  • Authors: Xiaoli Lu

  • Series Title: Perspektiven der Mathematikdidaktik

  • DOI: https://doi.org/10.1007/978-3-658-37236-1

  • Publisher: Springer Spektrum Wiesbaden

  • eBook Packages: Mathematics and Statistics, Mathematics and Statistics (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2022

  • Softcover ISBN: 978-3-658-37235-4Published: 05 May 2022

  • eBook ISBN: 978-3-658-37236-1Published: 04 May 2022

  • Series ISSN: 2522-0799

  • Series E-ISSN: 2522-0802

  • Edition Number: 1

  • Number of Pages: XVII, 199

  • Number of Illustrations: 7 b/w illustrations

  • Topics: Mathematics, general

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