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.
Table of Contents
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
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
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
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
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.