"How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China"--
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 multiple perspectives in viewing and learning about 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.
This book is indispensible reading for those interested in Chinese practices in mathematics teaching, and is a key book for teacher educators, school administrators and policy makers in expanding ways of supporting and helping mathematics teachers in instructional development and improvement.
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x | |
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| Foreword |
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| Acknowledgments |
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xvi | |
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SECTION I Introduction and Perspectives |
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1 | (44) |
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3 | (8) |
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2 Mathematics Classroom Instruction in China Viewed from a Historical Perspective |
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11 | (18) |
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3 Characteristics of "Two Basics" Teaching in Secondary Mathematics Classrooms in China |
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29 | (16) |
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SECTION II Chinese Teachers' Regular Practices for Developing and Improving Classroom Instruction |
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45 | (54) |
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47 | (4) |
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4 Chinese Lesson Study: Developing Classroom Instruction through Collaborations in School-based Teaching Research Group Activities |
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51 | (15) |
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5 Knowing and Understanding Instructional Mathematics Content Through Intensive Studies of Textbooks |
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66 | (17) |
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6 Lesson Planning through Collaborations for Improving Classroom Instruction and Teacher Expertise |
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83 | (16) |
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SECTION III Mathematical Instruction Practices and Classroom Environment in China |
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99 | (66) |
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101 | (4) |
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7 Teaching with Variation: Bianshi Mathematics Teaching |
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105 | (15) |
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8 Five Strategies for Coherence: Lessons from a Shanghai Teacher |
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120 | (14) |
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9 Features of "Excellent" Lessons Valued Before and After the Implementation of New Curriculum Standards: A Comparative Analysis of Four Exemplary Mathematics Lessons in China |
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134 | (16) |
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10 The Learning Environment in the Chinese Mathematics Classroom |
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150 | (15) |
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SECTION IV Selected Approaches and Practices for Improving the Quality of Teachers and Their Teaching |
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165 | (56) |
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167 | (4) |
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11 Improving Classroom Instruction with Apprenticeship Practices and Public Lesson Development as Contexts |
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171 | (15) |
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12 Improving Mathematics Instruction through Exemplary Lesson Development in China |
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186 | (18) |
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13 The Teaching Contest as a Professional Development Activity to Promote Classroom Instruction Excellence in China |
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204 | (17) |
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221 | (11) |
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14 This Book Speaks to Us |
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223 | (9) |
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| List of Contributors |
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232 | (7) |
| Author index |
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239 | (3) |
| Subject index |
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242 | |
Yeping Li is Professor of Mathematics Education, holder of the Claude H. Everett, Jr. Endowed Chair in Education, and Head of the Department of Teaching, Learning, and Culture at Texas A&M University, USA.
Rongjin Huang is Associate Professor of Mathematics Education in the Department of Mathematical Sciences at Middle Tennessee State University, USA.
Rohkem infot Taylor & Francis e-raamatute kohta