How Chinese Teach Mathematics and Improve Teaching

Häftad, Engelska, 2013

Av Yeping Li, Rongjin Huang, USA) Huang, Rongjin (Middle Tennessee State University

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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. Viewing classroom instruction as part of teachers’ instructional practices, this book goes beyond teachers’ in-classroom instructional practice by also examining Chinese teachers’ approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction.

Produktinformation

Utgivningsdatum2013-06-19
Mått152 x 229 x 14 mm
Vikt490 g
FormatHäftad
SpråkEngelska
SerieStudies in Mathematical Thinking and Learning Series
Antal sidor264
FörlagTaylor & Francis Ltd
ISBN9780415896016

Tillhör följande kategorier

Part I: Introduction and perspectivesChapter 1: Examining and understanding how Chinese teach mathematics: An introductionChapter 2: Knowing and understanding mathematics teaching in China from a historical perspectiveChapter 3: Teaching and learning “two basics”Part II: Chinese teachers’ regular practices for developing and improving classroom instructionPrefaceChapter 4: Developing classroom instruction through collaborations in school-based Teaching Research activitiesChapter 5: Knowing and understanding instructional mathematics content through intensive studies of textbooksChapter 6: A study on mathematics teachers’ lesson planningPart III: Mathematical instruction practices and classroom environment in ChinaPrefaceChapter 7: Mathematics bianshi curriculum and classroom teachingChapter 8: Instructional coherence of a mathematics lesson: the story from the learners’ perspectivesChapter 9: Traditional and innovative mathematics classroom instruction: case studiesChapter 10: Mathematics classroom environment in Chinese mainlandPart IV: Selected approaches and practices for improving the quality of teachers and teachingPrefaceChapter 11: Improving classroom instruction with apprenticeship practices and public lesson development as contextsChapter 12: Pursuing and promoting classroom instruction improvement through exemplary lesson developmentChapter 13: Identifying and promoting classroom instruction excellence through teaching contestsPart V: Commentary and conclusionChapter 14: Commentary 1Chapter 15: Commentary 2

'This book sets out to explain a tradition of teaching and improving teaching that will be unfamiliar to most of its readers. However, the surprising and pleasing outcome is that by doing so, it offers significant new insights into mathematics teaching in Western countries.' - Kaye Stacey, Foundation Professor of Mathematics Education, University of Melbourne, Australia "This book challenges us to examine teaching and to make a commitment to improve teaching every day in every classroom in the U.S., as well as other countries of the world. Current and future students deserve our very best effort to engage them in exploring mathematics for its beauty, its utility, and its place in the lives of people worldwide." —Glenda Lappan, University Distinguished Professor, Michigan State University