1st Edition
How Chinese Teach Mathematics and Improve Teaching
Part I: Introduction and perspectives
Chapter 1: Examining and understanding how Chinese teach mathematics: An introduction
Chapter 2: Knowing and understanding mathematics teaching in China from a historical perspective
Chapter 3: Teaching and learning “two basics”
Part II: Chinese teachers’ regular practices for developing and improving classroom instruction
Preface
Chapter 4: Developing classroom instruction through collaborations in school-based Teaching Research activities
Chapter 5: Knowing and understanding instructional mathematics content through intensive studies of textbooks
Chapter 6: A study on mathematics teachers’ lesson planning
Part III: Mathematical instruction practices and classroom environment in China
Preface
Chapter 7: Mathematics bianshi curriculum and classroom teaching
Chapter 8: Instructional coherence of a mathematics lesson: the story from the learners’ perspectives
Chapter 9: Traditional and innovative mathematics classroom instruction: case studies
Chapter 10: Mathematics classroom environment in Chinese mainland
Part IV: Selected approaches and practices for improving the quality of teachers and teaching
Preface
Chapter 11: Improving classroom instruction with apprenticeship practices and public lesson development as contexts
Chapter 12: Pursuing and promoting classroom instruction improvement through exemplary lesson development
Chapter 13: Identifying and promoting classroom instruction excellence through teaching contests
Part V: Commentary and conclusion
Chapter 14: Commentary 1
Chapter 15: Commentary 2
Biography
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.
