1、外文标题： THE PEDAGOGICAL CONTENT KNOWLEDGE OF MIDDLE SCHOOL, MATHEMATICS TEACHERS IN CHINA AND THE U.S. 外文作者： Shushu An, Gerald Kulm , Zhonghe Wu 文献出处 : Journal of Mathematics Teacher Education , 2004 , 7 (2) :145-172
2、 英文 1869 单词， 10798 字符，中文 2701 汉字。 此文档是外文翻译成品，无需调整复杂的格式哦！下载之后直接可用，方便快捷！只需二十多元。 THE PEDAGOGICAL CONTENT KNOWLEDGE OF MIDDLE SCHOOL, MATHEMATICS TEACHERS IN CHINA AND THE U.S. Shushu An, Gerald Kulm , Zhonghe Wu ABSTRACT This
3、study compared the pedagogical content knowledge of mathematics in U.S. and Chinese middle schools. The results of this comparative study indicated that mathematics teachers pedagogical content knowledge in the two countries differs markedly, which has a deep impact on teaching practice. The Chinese
4、 teachers emphasized developing procedural and conceptual knowledge through reliance on traditional, more rigid practices, which have proven their value for teaching mathematics content. The United States teachers emphasized a variety of activities designed to promote creativity and inquiry in attem
5、pting to develop students understanding of mathematical concepts. Both approaches have benefits and limitations. The practices of teachers in each country may be partially adapted to help overcome deficiencies in the other. KEY WORDS: pedagogical content knowledge, mathematics teaching, students cog
6、nition, teachers knowledge, unit fraction During the past several decades, there has been increased attention to comparative studies in mathematics education, especially with respect to the movement of reforming mathematics education in the beginning of the 21st Century. According to Robitaille and
7、Travers (1992), comparative study provides opportunities for sharing, discussing, and debating important issues in an international context. Stigler and Perry (1988) observe: Cross-cultural comparison also leads researchers and educators to a more explicit under-standing of their own implicit theories about how child
