Full Description
This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the 'teaching' side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.
Contents
Chinese Teachers' Mathematics Beliefs in the Context of Curriculum Reform; The Use of Proof Problems in Geometry Teaching in China; Mathematics Teachers' Knowledge and Use of Digital Technologies in Classrooms: A Comparative Study in China and UK; The Making of Master Teachers: Exploring the Reasons behind the Success of Teaching Mathematics in China; A Pedagogy around Student Homework in Teaching Mathematics in Shanghai; Progress of Qingpu Experiment in the 21st Century; Is It Possible to Master Basic Knowledge and Develop Problem Solving Ability in Chinese Mathematics Classrooms?; Experienced Elementary School Teachers' Instructional Practices in Mathematics Classrooms: Cases of Teaching Area Measurement In Taiwan; Chinese Teachers' Perceptions of Using Concept Map in Mathematics; Buddhist Values and Mathematics Education: A Case Study of a Buddhist Mathematics Teacher in Taiwan; The Teaching of Time: An International Comparison Study of the Mathematics Performance of Macao, Hong Kong and Netherlands Primary School Students; "Same Content Different Lesson Constructs" Activities and Their Impact on Mathematics Teachers' Professional Growths; Instructional Model with Formative Evaluation for Teaching Mathematical Concepts in Junior High School; Teaching Using Projects in Chinese Mathematics Classrooms; How Do We Teach Number Sense in Taiwan?; Beliefs about Mathematics, Mathematics Knowledge and Approaches to Teaching; Teaching Variable in Primary Classrooms Ground on The Chinese Curriculum Innovation; The National Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors; A Teacher Learns to Teach Fraction Equivalence in Taiwan Mathematics Classrooms; Applying Pedagogical Content Knowledge in Elementary Mathematics Classrooms: A Study on Elementary Mathematics Teaching Ability in China.
