Mathematics, study and teaching; Mathematics, elementary; China, Choral speaking, choral recitations.
This book is based on a study of two sixth-grade mathematics classrooms in China which applies a tri-level cultural model of teacher's cultural beliefs in mathematics teaching and learning, of mathematics curriculum culture in China, and of classroom culture to analyse data from interviews with the teachers. The author demonstrates how the various cultural factors work together to make Choral Response a culturally favored classroom discourse pattern.
