Expertise of Mathematics Teaching Valued in Taiwanese Classrooms
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This study was designed to explore aspects of teaching expertise displayed in expert teachers' mathematical instruction valued in Taiwanese classrooms. Three expert teachers were identified and selected in this study. A prototypical view of teaching expertise was used to guide our analyses and identification of similarity-based, family resemblance of expert teachers' instruction. These expert teachers' mathematics instruction was examined in light of some common aspects of good mathematics instruction, including problems or tasks being selected and sequenced in classroom instruction, students' solutions then being selected and sequenced for the whole-class discussion, questions being asked and responses to students during the class discussion, and the transition from one activity to another. As a result, mathematics teachers' expertise in teaching was revealed as prototypical features in five aspects that are shared among these three expert teachers. The rich description and summary features provide great details and insight to the teaching expertise that is important for developing good mathematics classroom instruction valued in Taiwan. © 2011 Springer Science+Business Media, LLC.
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Expertise in Mathematics Instruction