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.
'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
Foreword Alan H. SCHOENFELD, Acknowledgments, List of Contributors, Section I: Introduction and perspectives Chapter 1 Learning and understanding how Chinese teach mathematics and improve teaching: An introduction Yeping LI, Texas A&M University, U.S.A.Rongjin HUANG, Middle Tennessee State University, U.S.A. Chapter 2 Mathematics classroom instruction in China viewed from a historical perspective Guanghua SHAO, Ningbu University, China Yuchao FAN, Ningbu University, China Rongjin HUANG, Middle Tennessee State University, U.S.A. Ersheng DING, Beijing Normal University, China Yeping LI, Texas A&M University, U.S.A.Chapter 3 Characteristics of "Two Basics" teaching in secondary mathematics classrooms in China Hengjun TANG, Zhejiang Normal University, China Aihui PENG, Southwest University, China Bifen CHEN, Zhejiang Normal University, China Kongxiu KUANG, Southwest University, China Naiqing SONG, Southwest University, China Section II: Chinese teachers’ regular practices for developing and improving classroom instruction Preface David CLARKE, University of Melbourne, Australia Chapter 4 Chinese lesson study: Developing classroom instruction through collaborations in school-based Teaching Research Group activities Yudong YANG, Shanghai Academy of Educational Sciences, China Thomas E. RICKS, Louisiana State University, U.S.A. Chapter 5 Knowing and understanding instructional mathematics content through intensive studies of textbooks Meixia DING, University of Nebraska-Lincoln, U.S.A. Yeping LI, Texas A&M University, U.S.A.Xiaobao LI, University of Houston, U.S.A. Juan GU, Bureau of Education and Physical Education, Nantong, China Chapter 6 Lesson planning through collaborations for improving classroom instruction and teacher expertise Yeping LI, Texas A&M University, U.S.A.Chunxia QI, Beijing Normal University, China Ruilin WANG, Beijing Normal University, China Section III: Mathematical instruction practices and classroom environment in China Preface Anne WATSON, University of Oxford, U.K. Chapter 7 Teaching with variation: Bianshi mathematics teaching Ngai-Ying WONG, The Chinese University of Hong Kong, Hong Kong SAR Chi-Chung LAM, The Chinese University of Hong Kong, Hong Kong SAR Anna Mei-Yan CHAN, Laichikok Catholic Primary School, Hong Kong SAR Chapter 8 Five strategies for coherence: lessons from a Shanghai teacher Ida Ah Chee MOK, The University of Hong Kong, Hong Kong SAR Chapter 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 Dongchen ZHAO, Harbin Normal University, China Yunpeng MA, Northeast Normal University, China Chapter 10 The learning environment in the Chinese mathematics classroom Rui DING, Northeast Normal University, China Ngai-Ying WONG, The Chinese University of Hong Kong, Hong Kong SAR Section IV: Selected approaches and practices for improving the quality of teachers and their teaching Preface Gabriele KAISER, University of Hamburg, Germany Chapter 11 Improving classroom instruction with apprenticeship practices and public lesson development as contexts Xue HAN, Dominican University, U.S.A. Chapter 12 Improving mathematics instruction through exemplary lesson development in China Rongjin HUANG, Middle Tennessee State University, U.S.A. Yeping LI, Texas A&M University, U.S.A. Hongyu SU, South China Normal University, China Chapter 13 The teaching contest as a professional development activity to promote classroom instruction excellence in China Jun LI, East China Normal University, China Yeping LI, Texas A&M University, U.S.A.Section V: Commentary Chapter 14 This book speaks to us James STIGLER, University of California – Los Angeles, U.S.A. Belinda THOMPSON, University of California – Los Angeles, U.S.A. Xueying JI, Michigan State University, U.S.A.