Conception and Characteristics of Expert Mathematics by Xinrong Yang

By Xinrong Yang

The more advantageous functionality of East Asian scholars in fresh foreign reviews of arithmetic fulfillment has attracted the eye of educators and coverage makers world wide. Xinrong Yang specializes in exploring how knowledgeable arithmetic instructor is conceptualized by way of arithmetic educators in China and the features that specialist arithmetic lecturers proportion. the writer adopts a sociocultural idea and a prototypical view of perception during this examine of instructor services and indicates that the various roles anticipated to be performed by means of professional arithmetic lecturers in China, comparable to being even as a researcher, a mentor, a professional in exam, and an exemplary version, are relatively diverse from the jobs anticipated of a professional instructor in Western cultures. additionally, a few features of professional arithmetic lecturers the writer identifies are assorted from these stated in earlier stories. Examples comprise the specialist arithmetic lecturers´ contemporary-constructivist orientated ideals approximately arithmetic and its studying and instructing, and their skill to educate with flexibility, stability, and coherence.​

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Extra resources for Conception and Characteristics of Expert Mathematics Teachers in China

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Bullough and Baughman (1995) stated, “having once shown expertise in teaching does not mean that one will continue to demonstrate expertise, especially in a new setting” (p. 474). Some researchers did find that it is difficult for an expert teacher to demonstrate expertise after moving to a new setting. Bullough and 28 Theoretical Orientations and Literature Review Baughman (1995) found that a highly accomplished teacher was much less adept after switching from one school to another with remarkably different contexts.

Stage 4 Proficient. Generally, after approximately five years of teaching, a small number of competent teachers can move into the proficient stage. At this stage, teacher intuition or know-how becomes prominent. They have accumulated rich teaching experience after long teaching practice, can recognize similarities among teaching events they encounter, and compared with novice teachers, can predict classroom events more precisely. However, proficient teachers still tend to make 26 Theoretical Orientations and Literature Review decisions on what to do analytically and deliberatively, despite having intuitive knowledge of pattern recognition and ways of knowing.

In addition, as they contended, “it is this resemblance to one another that structures the category ‘expert’” (p. 9). According to Sternberg and Horvath, a prototype can represent the central tendency of all the exemplars in its category and can serve as a basis for judgments about category membership. Sternberg and Horvath proposed that “teaching expertise be viewed as a similarity-based category with something like a prototype as its summary representation” (p. 9), and as “a category that is structured by the similarity of expert teachers to one another rather than by a set of necessary and sufficient features” (p.

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