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Rongjin Huang has written 3 work(s)
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Product Description: Rongjin Huang examines teachersâ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey...read more
Paperback:
9783658036713, titled "Prospective Mathematics Teachersâ Knowledge of Algebra: A Comparative Study in China and the United States of America" | Spektrum Akademischer Verlag Gmbh, March 27, 2014, cover price $89.99 | About this edition: Rongjin Huang examines teachersâ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States.
Product Description: How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer a truly systematic examination of some important and distinctive features of mathematics classroom instruction...read more
Hardcover:
9780415895002 | Routledge, July 19, 2012, cover price $160.00 | About this edition: How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China.
Paperback:
9780415896016 | Routledge, June 19, 2013, cover price $54.95 | About this edition: How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China.
Product Description: Schools everywhere are being confronted with evolving learning and teaching paradigms that call into question a number of traditional math teaching techniques. These changes demand serious reflection on how to support frontline educators in developing their teaching skills...read more
Paperback:
9780776607474 | Univ of Ottawa Pr, August 6, 2011, cover price $29.95 | About this edition: Schools everywhere are being confronted with evolving learning and teaching paradigms that call into question a number of traditional math teaching techniques.
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