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Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective

Artigo2025

Xinrong Yang ORCID; Fks Leung ORCID; Jon R. Star ORCID

Acesso restrito Página oficial: Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective (abre em nova aba)

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Resumo

This essay intends to reflect on recent research regarding mathematics teacher expertise from a cultural perspective. First, the essay conceptualises and describes the characteristics of mathematics teacher expertise in East Asia. The expertise of mathematics teachers in the East Asian context is holistically characterised as emphasising deep content knowledge, pedagogical flexibility, research capability, mentoring skills, and moral roles--qualities that have been shaped by Confucian traditions and institutionalised professional development structures. Such type of expertise in mathematics teaching allows teachers to provide instruction in a flexible and coherent way, balancing mastery of mathematics knowledge, development of students' mathematics interests and motivations, and development of higher-order thinking skills. The essay then identifies topics that should be addressed by future research, including comprehensive frameworks for mathematics teacher expertise, instruments to effectively measure mathematics teacher expertise, and international collaborations to disentangle cultural and universal aspects of mathematics teacher expertise and how mathematics teacher expertise influences the teaching and learning of mathematics. The essay concludes with reflection on the cultural dependency of teacher expertise by a commentary and a rejoinder, pointing out cultural differences between East Asian and Western conceptions of mathematics teacher expertise.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 57, n. 6, p. 1251-1263
Editora
Springer Science+Business Media
Ano
2025 (2025-09-29)
Idioma
en
Palavras-chave
Mathematics Teachers; Expertise; Pedagogical Content Knowledge; Research Skills; Mentors; Moral Values; Confucianism; Faculty Development; Teaching Skills; Foreign Countries; Cultural Influences; Cultural Differences; cultural perspective; Confucian culture; teacher professional development; teaching flexibility; content knowledge; teacher mentoring; higher-order thinking skills
Temas
Formação de Professores de Matemática
DOI
10.1007/s11858-025-01746-4
ISSN
1863-9690, 1615-679X, 1863-9704
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
YANG, Xinrong; LEUNG, Fks; STAR, Jon R.. Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective. ZDM: Mathematics Education, v. 57, n. 6, p. 1251-1263, 2025. DOI: https://doi.org/10.1007/s11858-025-01746-4.

APA

Yang, X., Leung, F., & Star, J. R. (2025). Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective. ZDM: Mathematics Education, 57(6), 1251-1263. https://doi.org/10.1007/s11858-025-01746-4

BibTeX
@article{yang2025,
  author = {Yang, Xinrong and Leung, Fks and Star, Jon R.},
  title = {Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective},
  year = {2025},
  journal = {ZDM: Mathematics Education},
  volume = {57},
  number = {6},
  pages = {1251-1263},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-025-01746-4},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yang, Xinrong
AU  - Leung, Fks
AU  - Star, Jon R.
TI  - Mathematics Teacher Expertise: Empirical Studies and Theoretical Reflections from a Cultural Perspective
PY  - 2025
JO  - ZDM: Mathematics Education
VL  - 57
IS  - 6
SP  - 1251
EP  - 1263
DO  - 10.1007/s11858-025-01746-4
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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