Characterizing Expert Teaching in School Mathematics in China A Prototype of Expertise in Teaching Mathematics
Additional Document Info
This study aimed to characterize Chinese teachers' expertise in mathematics instruction through analyzing five selected expert teachers' video-taped lessons, their lesson designs and reflections. A prototype view of teaching expertise was adopted and used to identify similarity-based central tendencies that are shared among these expert teachers. Data analyses revealed six central tendencies of these teachers' lesson instruction and thinking. The case analysis of one expert teacher's lesson instruction was also used to provide rich descriptions and illustrations of the prototype of these teachers' teaching expertise. The findings help us to develop a better understanding of the complexity of teaching expertise valued in China, and are important to teacher educators in their efforts to improve professional development for teachers. 2011 Springer Science+Business Media, LLC.