Culture Matters to Mathematics Teaching and Learning

Dr. Mun Yee Lai is a Senior Lecturer in mathematics education at the University of Technology Sydney, Australia. She has extensive experience and lectures in both primary and secondary mathematics education in Australia and Hong Kong. She has a broad range of contributions in mathematics education, diverse linguistic background and teacher professional development. She recently has embraced new methodologies in social sciences research, which has afforded her opportunities to pioneer the use of innovative new methods, such as eye-tracking approach and engineering design approach in STEM education, asset-based approach, and analyse data using difference conceptual frameworks/lens, such as Cultural-Historical Activity Theory (CHAT) and Expansive Learning.Huang is a Professor at Middle Tennessee State University. His research focuses on mathematical classroom research, mathematics teacher education, lesson study and comparative mathematics education. He has completed several research projects and published scholarly work extensively. He has co-edited eight books including Learning and Teaching Mathematics through Variations: Confucian Heritage Meets Western Theories (Sense, 2017), Theory and Practice of Lesson Study in Mathematics: An International Perspective (Springer, 2019), and Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments (Routledge, 2023). He has also served as a guest editor for ZDM Mathematics Education and the International Journal for Lesson and Learning Studies, and co-edited eight special issues on teacher professional learning and lesson study. Dr. Huang's contributions to the field include serving on the international program committee for ICMI Study 25 and currently as a council member of the World Association of Lesson Study.

• Chapter 1. Overview of the book.- Part I: Mathematics education across cultures.- Chapter 2. Searching Continues for the Identity of East Asian Mathematics Education: Impact of Leung (2001).- Chapter 3. The Challenges for Cross-Cultural Comparative Study of Mathematics Classroom.- Chapter 4. Mathematics teachers’ belief about the nature, teaching and learning of mathematics and their teaching practices: Does culture matter?.- Chapter 5. Pre-service mathematics teachers’ professional knowledge of elementary mathematics from a higher standpoint – revisited.- Chapter 6. Examining teachers’ process of learning in a cross-cultural lesson study in China and the United States.- Chapter 7. Nexus of Neo-Confucianism and Examination Culture of Mathematics in Korea through the Lens of Oryun (五倫), the Five Relationships.- Part II: Mathematics education within Chinese culture.- Chapter 8. Linguistic path to mathematical cognition:  Chinese handwriting legibility and children’s performance in procedural calculation.- Chapter 9. Cultural Dynamics, Socio-economic Status, and Mathematics Achievement in China: A Review of Recent Developments.-Chapter 10. A Quantitative Study of Chinese Pre-service Teachers’ Mathematics Beliefs in the Context of Curriculum Reform.- Chapter 11. Investigating Students’ Conceptions of Mathematics Learning in Mainland China: A Drawing Analysis.- Chapter 12. Evolution of Non-Cognitive Development Goals in China’s 21st Century Mathematics Curriculum.- Chapter 13. Assessing academic motivation towards mathematics: Measurement invariance and latent mean differences between Chinese Dai and Han students.- Part III: Commentary and Dialogues with Professor Leung.- Chapter 14. Commentary - Cultural themes inspired by Professor Frederick K. S. Leung’s research.- Chapter 15. Dialogues with Professor Leung: Behind the success.