How Chinese teach mathematics: perspectives from insiders
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New Jersey
World Scientific
[2015]
|
| Schriftenreihe: | Series on mathematics education
volume 6 |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Inhaltsverzeichnis |
| Beschreibung: | Description based on print version record |
| Beschreibung: | 1 online resource (xviii, 735 pages) |
| ISBN: | 9789814415828 9814415820 9789814415811 9814415812 |
Internformat
MARC
| LEADER | 00000nmm a2200000zcb4500 | ||
|---|---|---|---|
| 001 | BV043959394 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 161213s2015 |||| o||u| ||||||eng d | ||
| 020 | |a 9789814415828 |9 978-981-4415-82-8 | ||
| 020 | |a 9814415820 |9 981-4415-82-0 | ||
| 020 | |a 9789814415811 |9 978-981-4415-81-1 | ||
| 020 | |a 9814415812 |9 981-4415-81-2 | ||
| 035 | |a (ZDB-4-EBA)ocn907289786 | ||
| 035 | |a (OCoLC)907289786 | ||
| 035 | |a (DE-599)BVBBV043959394 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-1047 |a DE-1046 | ||
| 082 | 0 | |a 510.71/051 |2 23 | |
| 245 | 1 | 0 | |a How Chinese teach mathematics |b perspectives from insiders |c edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China |
| 264 | 1 | |a New Jersey |b World Scientific |c [2015] | |
| 264 | 4 | |c © 2015 | |
| 300 | |a 1 online resource (xviii, 735 pages) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Series on mathematics education |v volume 6 | |
| 500 | |a Description based on print version record | ||
| 505 | 8 | |a ""Contents""; ""Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction""; ""Section 1 Historical and Contemporary Perspectives""; ""Chapter 1 The Wisdom of Traditional Mathematical Teaching in China""; ""1. Understanding Traditional Chinese Mathematics Education""; ""2. Traditional Mathematics Education Thought in China""; ""3. Common Features of Traditional Chinese Mathematics Education and Some Examples""; ""3.1 Instructional Style in Traditional Chinese Mathematical Texts � Generality and Conciseness over Abstraction"" | |
| 505 | 8 | |a ""3.2 Traditional Chinese Mathematical Teaching � Highly Real Life and Application Oriented""""3.3 Teaching Style of Ancient Chinese Mathematicians and Mathematics Educators�Explaining Mathematical Ideas by Combining Logical Deduction and Intuitive Analysis""; ""3.4 Procedural Approach in Ancient Chinese Mathematics Education""; ""4. Conclusion and Prospects""; ""References""; ""Chapter 2 How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from Contemporary International Research""; ""1. Introduction""; ""2. Methods"" | |
| 505 | 8 | |a ""3. Mathematics Teacher Education and Professional Development in China""""3.1 Pre-service Training Programs for Mathematics Teachers""; ""3.2 In-service Teachers� Professional Development""; ""4. Mathematics Teaching in Chinese Classrooms""; ""4.1 Planning Lessons Systematically""; ""4.2 Emphasizing Two Basics""; ""4.3 Whole-class Teaching and Interaction""; ""4.4 Teaching with Variation""; ""4.5 Teacher-student Interaction and Engagement""; ""4.6 Assigning and Marking Homework Frequently""; ""4.7 Using Textbooks with Deep Understanding""; ""4.8 Structured Instruction"" | |
| 505 | 8 | |a ""4.9 Making Change in Light of Curriculum Innovations""""5. Concluding Remarks""; ""Acknowledgments""; ""References""; ""Section 2 Understanding the Chinese Ways of Teaching Mathematics""; ""Chapter 3 Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students� Learning""; ""1. Introduction""; ""2. Conceptual Framework""; ""3. Methods""; ""3.1 Data Sources""; ""3.2 Data Analysis""; ""4. Results""; ""4.1 Intended Mathematics: Goals for Student Learning of SLE2""; ""4.2 Activity and Task Sequences for Promoting Student Learning of SLE2"" | |
| 505 | 8 | |a ""4.3 Promoting Opportunities for Students� Construction of SLE2""""4.4 Promoting Learning of What Constitutes SLE2 and Its Solution""; ""4.5 Articulating HLT for the SLE2 Unit""; ""5. Discussion and Conclusion""; ""5.1 Promoting Conceptual Understanding and Procedural Fluency in Tandem""; ""5.2 A Hybrid Theory for Examining Classroom Instruction""; ""5.3 Understanding Chinese Mathematics Instruction beyond the Classroom""; ""References""; ""Chapter 4 Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence""; ""1. Introduction"" | |
| 650 | 7 | |a Mathematics / Study and teaching |2 fast | |
| 650 | 7 | |a MATHEMATICS / Essays |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS / Pre-Calculus |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS / Reference |2 bisacsh | |
| 650 | 4 | |a Mathematics / Study and teaching / China | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Mathematics |x Study and teaching |z China | |
| 700 | 1 | |a Fan, Lianghuo |4 edt | |
| 700 | 1 | |a Wong, Ngai-Ying |4 edt | |
| 700 | 1 | |a Cai, Jinfa |4 edt | |
| 700 | 1 | |a Li, Shiqi |4 edt | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a How Chinese teach mathematics |
| 856 | 4 | 2 | |m HBZ Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029368097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 912 | |a ZDB-4-EBA | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029368097 | ||
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121 |l FAW01 |p ZDB-4-EBA |q FAW_PDA_EBA |x Aggregator |3 Volltext | |
| 966 | e | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121 |l FAW02 |p ZDB-4-EBA |q FAW_PDA_EBA |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804176915179765760 |
|---|---|
| adam_text | Titel: How Chinese teach mathematics
Autor: Fan, Lianghuo
Jahr: 2015
Contents
Focusing on Chinese Mathematics Teaching, Teachers and
Teacher Education: An Introduction
Vll
Section 1 Historical and Contemporary Perspectives
Chapter I The Wisdom of Traditional Mathematical Teaching in China
DA! Qin, Inner Mongolia Normal University
CHEUNG Ka Luen, Hong Kong Institute of Education
Chapter 2 How Chinese Teachers Teach Mathematics and Pursue
Professional Development: Perspectives from Contemporary
International Research
FAN Lianghuo, The University of Southampton
MIAO Zhenzhen, The University of Southampton
MOKAh Chee Ida, The University of Hong Kong
43
Section 2 Understanding the Chinese Ways of Teaching
Mathematics
Chapter 3 Mathematics Teaching in a Chinese Classroom: A 73
Hybrid-Model Analysis of Opportunities for Students
Learning
HUANG Rongjin, Middle Tennessee State University
MILLER L Diane, Middle Tennessee State University
TZUR Ron, The University of Colorado Denver
Chapter 4 Achieving Coherence in the Mathematics Classroom: 111
Toward a Framework for Examining Instructional Coherence
WANG Tao, The University of Tulsa
CAI Jinfa, The University of Delaware
HWANG Stephen, The University of Delaware
Chapter 5 Elementary School Teachers Instruction in Measurement: 149
Cases of Classroom Teaching of Spatial Measurement in
Taiwan
HUANG Hsin-Mei E., University of Taipei
xv
How Chinese Teach Mathematics: Perspectives From Insiders
Chapter 6 Pedagogical and Curriculum Potentials of Homework: 185
A Case Study about Geometric Proofs in Shanghai
FANG Yanping, Nanyang Technological University
Chapter 7 Teaching Calculation of Time Intervals: Comparing 211
Mathematics Competence of Students in Macau, Hong
Kong and the Netherlands
LI Titus Siu Pang, Vrije Universiteit Amsterdam
Chapter 8 Teaching Number Sense via Interactive Multimedia in a 243
Primary School in Taiwan
YANG Der-Ching, National Chiayi University
CHEN Pei-Chieh, Chiayi Dongshih Elementary School
TSAI Y1 FANG, Yunlin Jhennan Elementary School
HSIEH Tien-Yu, Chiayi Dongshih Elementary School
Chapter 9 Teaching Geometrical Theorems in Grade 8 using 279
the Shen Tou Method: A Case Study in Shanghai
DING Liping, S0r-Tr0ndelag University College
JONES Keith, The University of Southampton
ZHANG Dianzhou, East China Normal University
Chapter 10 Implementation of Objectives Based on the Curriculum 313
Standards: A Case of Teaching Using Letter to Represent
Number at a Chinese Primary School in Chinese Mainland
HUANG Xingfeng, Changshu Institute of Technology
YANG Jinglei, Changshu Institute of Technology
LI Shiqi, East China Normal University
Chapter 11 Chinese Project-based Classroom Practices: Promoting 337
Students Engagement in Mathematical Activities
XU Binyan, East China Normal University
ZHU Guangtian, East China Normal University
Chapter 12 A Large-Scale Video Survey on Taiwanese Fourth-Grade 373
Classrooms of Mathematical Teaching Behaviors
LEE Yuan-Shun, University of Taipei
LIN Fou-Lai, National Taiwan Normal University
Chapter 13 Features of Exemplary Lessons under the Curriculum 408
Reform in Chinese Mainland: A Study of Thirteen
Elementary Mathematics Lessons
MA Yunpeng, Northeast Normal University
ZHAO Dongchen, Harbin Normal University
Contents
Chapter 14 Qingpu Mathematics Teaching Reform and Its Impact on
Student Learning
GU Lingyuan, Shanghai Academy of Educational Sciences
YANG Yudong, Shanghai Academy of Educational Sciences
HE Zhenzhen, Shanghai Normal University
435
Section 3 Chinese Mathematics Teachers, Teacher Education
and Teacher Professional Development
Chapter 15 Beliefs, Knowledge and Teaching: A Series of Studies 457
about Chinese Mathematics Teachers
ZHANG Qiaoping, The Chinese University of Hong Kong
WONG Ngai-Ying, The Chinese University of Hong Kong
Chapter 16 What Makes a Master Teacher? A Study of Thirty-One 493
Mathematics Master Teachers in Chinese Mainland
FAN Lianghuo, The University of Southampton
ZHU Yan, East China Normal University
TANG Caibin, Hangzhou Shangcheng Institute of Education
Chapter 17 Chinese Teachers Mathematics Beliefs in the Context of 529
Curriculum Reform
CHEN Qian, Sichuan Normal University
LEUNG Koon Siting Frederick, The University of Hong Kong
Chapter 18 Same Content Different Designs Activities and Their 567
Impact on Prospective Mathematics Teachers
Professional Development: The Case of Nadine
YUAN Zhiqiang, Hunan Normal University
LIXuhui, California State University Long Beach
Chapter 19 Exploration into Chinese Mathematics Teachers 591
Perceptions of Concept Map
JIN Haiyue, Nanjing Normal University
LU Jun, Jiaxing University
ZHONG Zhihua, Nantong University
Chapter 20 Assisting Teachers in Maintaining High-Level Cognitive 619
Demands of Mathematical Tasks in Classroom Practices:
A Training Course in Taiwan
UN Pi-Jen, National Hsinchu University of Education
TSAI Wen-Huan, National Hsinchu University of Education
xviii
How Chinese Teach Mathematics: Perspectives From Insiders
Chapter 21 The Relationships between Religious Beliefs and 653
Teaching among Mathematics Teachers in Chinese
Mainland, Taiwan and Hong Kong
LEU Yuh-Chyn, National Taipei University of Education
CHAN Yip-Cheung, The Chinese University of Hong Kong
WONG Ngai-Ying, The Chinese University of Hong Kong
Epilogue Why the Interest in the Chinese Learner? 703
FAN Lianghuo, The University of Southampton
WONG Ngai-Ying, The Chinese University of Hong Kong
CAI Jinfa, The University of Delaware
LI Shiqi, East China Normal University
About the Contributors 711
Indexes
Name Index 721
Subject Index 729
|
| any_adam_object | 1 |
| author2 | Fan, Lianghuo Wong, Ngai-Ying Cai, Jinfa Li, Shiqi |
| author2_role | edt edt edt edt |
| author2_variant | l f lf n y w nyw j c jc s l sl |
| author_facet | Fan, Lianghuo Wong, Ngai-Ying Cai, Jinfa Li, Shiqi |
| building | Verbundindex |
| bvnumber | BV043959394 |
| collection | ZDB-4-EBA |
| contents | ""Contents""; ""Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction""; ""Section 1 Historical and Contemporary Perspectives""; ""Chapter 1 The Wisdom of Traditional Mathematical Teaching in China""; ""1. Understanding Traditional Chinese Mathematics Education""; ""2. Traditional Mathematics Education Thought in China""; ""3. Common Features of Traditional Chinese Mathematics Education and Some Examples""; ""3.1 Instructional Style in Traditional Chinese Mathematical Texts � Generality and Conciseness over Abstraction"" ""3.2 Traditional Chinese Mathematical Teaching � Highly Real Life and Application Oriented""""3.3 Teaching Style of Ancient Chinese Mathematicians and Mathematics Educators�Explaining Mathematical Ideas by Combining Logical Deduction and Intuitive Analysis""; ""3.4 Procedural Approach in Ancient Chinese Mathematics Education""; ""4. Conclusion and Prospects""; ""References""; ""Chapter 2 How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from Contemporary International Research""; ""1. Introduction""; ""2. Methods"" ""3. Mathematics Teacher Education and Professional Development in China""""3.1 Pre-service Training Programs for Mathematics Teachers""; ""3.2 In-service Teachers� Professional Development""; ""4. Mathematics Teaching in Chinese Classrooms""; ""4.1 Planning Lessons Systematically""; ""4.2 Emphasizing Two Basics""; ""4.3 Whole-class Teaching and Interaction""; ""4.4 Teaching with Variation""; ""4.5 Teacher-student Interaction and Engagement""; ""4.6 Assigning and Marking Homework Frequently""; ""4.7 Using Textbooks with Deep Understanding""; ""4.8 Structured Instruction"" ""4.9 Making Change in Light of Curriculum Innovations""""5. Concluding Remarks""; ""Acknowledgments""; ""References""; ""Section 2 Understanding the Chinese Ways of Teaching Mathematics""; ""Chapter 3 Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students� Learning""; ""1. Introduction""; ""2. Conceptual Framework""; ""3. Methods""; ""3.1 Data Sources""; ""3.2 Data Analysis""; ""4. Results""; ""4.1 Intended Mathematics: Goals for Student Learning of SLE2""; ""4.2 Activity and Task Sequences for Promoting Student Learning of SLE2"" ""4.3 Promoting Opportunities for Students� Construction of SLE2""""4.4 Promoting Learning of What Constitutes SLE2 and Its Solution""; ""4.5 Articulating HLT for the SLE2 Unit""; ""5. Discussion and Conclusion""; ""5.1 Promoting Conceptual Understanding and Procedural Fluency in Tandem""; ""5.2 A Hybrid Theory for Examining Classroom Instruction""; ""5.3 Understanding Chinese Mathematics Instruction beyond the Classroom""; ""References""; ""Chapter 4 Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence""; ""1. Introduction"" |
| ctrlnum | (ZDB-4-EBA)ocn907289786 (OCoLC)907289786 (DE-599)BVBBV043959394 |
| dewey-full | 510.71/051 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71/051 |
| dewey-search | 510.71/051 |
| dewey-sort | 3510.71 251 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05376nmm a2200589zcb4500</leader><controlfield tag="001">BV043959394</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">161213s2015 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789814415828</subfield><subfield code="9">978-981-4415-82-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9814415820</subfield><subfield code="9">981-4415-82-0</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789814415811</subfield><subfield code="9">978-981-4415-81-1</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9814415812</subfield><subfield code="9">981-4415-81-2</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-EBA)ocn907289786</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)907289786</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV043959394</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-1047</subfield><subfield code="a">DE-1046</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">510.71/051</subfield><subfield code="2">23</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How Chinese teach mathematics</subfield><subfield code="b">perspectives from insiders</subfield><subfield code="c">edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New Jersey</subfield><subfield code="b">World Scientific</subfield><subfield code="c">[2015]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xviii, 735 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Series on mathematics education</subfield><subfield code="v">volume 6</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Description based on print version record</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""Contents""; ""Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction""; ""Section 1 Historical and Contemporary Perspectives""; ""Chapter 1 The Wisdom of Traditional Mathematical Teaching in China""; ""1. Understanding Traditional Chinese Mathematics Education""; ""2. Traditional Mathematics Education Thought in China""; ""3. Common Features of Traditional Chinese Mathematics Education and Some Examples""; ""3.1 Instructional Style in Traditional Chinese Mathematical Texts â€? Generality and Conciseness over Abstraction""</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""3.2 Traditional Chinese Mathematical Teaching â€? Highly Real Life and Application Oriented""""3.3 Teaching Style of Ancient Chinese Mathematicians and Mathematics Educatorsâ€?Explaining Mathematical Ideas by Combining Logical Deduction and Intuitive Analysis""; ""3.4 Procedural Approach in Ancient Chinese Mathematics Education""; ""4. Conclusion and Prospects""; ""References""; ""Chapter 2 How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from Contemporary International Research""; ""1. Introduction""; ""2. Methods""</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""3. Mathematics Teacher Education and Professional Development in China""""3.1 Pre-service Training Programs for Mathematics Teachers""; ""3.2 In-service Teachersâ€? Professional Development""; ""4. Mathematics Teaching in Chinese Classrooms""; ""4.1 Planning Lessons Systematically""; ""4.2 Emphasizing Two Basics""; ""4.3 Whole-class Teaching and Interaction""; ""4.4 Teaching with Variation""; ""4.5 Teacher-student Interaction and Engagement""; ""4.6 Assigning and Marking Homework Frequently""; ""4.7 Using Textbooks with Deep Understanding""; ""4.8 Structured Instruction""</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""4.9 Making Change in Light of Curriculum Innovations""""5. Concluding Remarks""; ""Acknowledgments""; ""References""; ""Section 2 Understanding the Chinese Ways of Teaching Mathematics""; ""Chapter 3 Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Studentsâ€? Learning""; ""1. Introduction""; ""2. Conceptual Framework""; ""3. Methods""; ""3.1 Data Sources""; ""3.2 Data Analysis""; ""4. Results""; ""4.1 Intended Mathematics: Goals for Student Learning of SLE2""; ""4.2 Activity and Task Sequences for Promoting Student Learning of SLE2""</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">""4.3 Promoting Opportunities for Studentsâ€? Construction of SLE2""""4.4 Promoting Learning of What Constitutes SLE2 and Its Solution""; ""4.5 Articulating HLT for the SLE2 Unit""; ""5. Discussion and Conclusion""; ""5.1 Promoting Conceptual Understanding and Procedural Fluency in Tandem""; ""5.2 A Hybrid Theory for Examining Classroom Instruction""; ""5.3 Understanding Chinese Mathematics Instruction beyond the Classroom""; ""References""; ""Chapter 4 Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence""; ""1. Introduction""</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mathematics / Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS / Essays</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS / Pre-Calculus</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS / Reference</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics / Study and teaching / China</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematik</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics</subfield><subfield code="x">Study and teaching</subfield><subfield code="z">China</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fan, Lianghuo</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Wong, Ngai-Ying</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Cai, Jinfa</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Li, Shiqi</subfield><subfield code="4">edt</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">How Chinese teach mathematics</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">HBZ Datenaustausch</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029368097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029368097</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121</subfield><subfield code="l">FAW01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FAW_PDA_EBA</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121</subfield><subfield code="l">FAW02</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FAW_PDA_EBA</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV043959394 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:39:46Z |
| institution | BVB |
| isbn | 9789814415828 9814415820 9789814415811 9814415812 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029368097 |
| oclc_num | 907289786 |
| open_access_boolean | |
| owner | DE-1047 DE-1046 |
| owner_facet | DE-1047 DE-1046 |
| physical | 1 online resource (xviii, 735 pages) |
| psigel | ZDB-4-EBA ZDB-4-EBA FAW_PDA_EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | World Scientific |
| record_format | marc |
| series2 | Series on mathematics education |
| spelling | How Chinese teach mathematics perspectives from insiders edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China New Jersey World Scientific [2015] © 2015 1 online resource (xviii, 735 pages) txt rdacontent c rdamedia cr rdacarrier Series on mathematics education volume 6 Description based on print version record ""Contents""; ""Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction""; ""Section 1 Historical and Contemporary Perspectives""; ""Chapter 1 The Wisdom of Traditional Mathematical Teaching in China""; ""1. Understanding Traditional Chinese Mathematics Education""; ""2. Traditional Mathematics Education Thought in China""; ""3. Common Features of Traditional Chinese Mathematics Education and Some Examples""; ""3.1 Instructional Style in Traditional Chinese Mathematical Texts â€? Generality and Conciseness over Abstraction"" ""3.2 Traditional Chinese Mathematical Teaching â€? Highly Real Life and Application Oriented""""3.3 Teaching Style of Ancient Chinese Mathematicians and Mathematics Educatorsâ€?Explaining Mathematical Ideas by Combining Logical Deduction and Intuitive Analysis""; ""3.4 Procedural Approach in Ancient Chinese Mathematics Education""; ""4. Conclusion and Prospects""; ""References""; ""Chapter 2 How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from Contemporary International Research""; ""1. Introduction""; ""2. Methods"" ""3. Mathematics Teacher Education and Professional Development in China""""3.1 Pre-service Training Programs for Mathematics Teachers""; ""3.2 In-service Teachersâ€? Professional Development""; ""4. Mathematics Teaching in Chinese Classrooms""; ""4.1 Planning Lessons Systematically""; ""4.2 Emphasizing Two Basics""; ""4.3 Whole-class Teaching and Interaction""; ""4.4 Teaching with Variation""; ""4.5 Teacher-student Interaction and Engagement""; ""4.6 Assigning and Marking Homework Frequently""; ""4.7 Using Textbooks with Deep Understanding""; ""4.8 Structured Instruction"" ""4.9 Making Change in Light of Curriculum Innovations""""5. Concluding Remarks""; ""Acknowledgments""; ""References""; ""Section 2 Understanding the Chinese Ways of Teaching Mathematics""; ""Chapter 3 Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Studentsâ€? Learning""; ""1. Introduction""; ""2. Conceptual Framework""; ""3. Methods""; ""3.1 Data Sources""; ""3.2 Data Analysis""; ""4. Results""; ""4.1 Intended Mathematics: Goals for Student Learning of SLE2""; ""4.2 Activity and Task Sequences for Promoting Student Learning of SLE2"" ""4.3 Promoting Opportunities for Studentsâ€? Construction of SLE2""""4.4 Promoting Learning of What Constitutes SLE2 and Its Solution""; ""4.5 Articulating HLT for the SLE2 Unit""; ""5. Discussion and Conclusion""; ""5.1 Promoting Conceptual Understanding and Procedural Fluency in Tandem""; ""5.2 A Hybrid Theory for Examining Classroom Instruction""; ""5.3 Understanding Chinese Mathematics Instruction beyond the Classroom""; ""References""; ""Chapter 4 Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence""; ""1. Introduction"" Mathematics / Study and teaching fast MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching / China Mathematik Mathematics Study and teaching China Fan, Lianghuo edt Wong, Ngai-Ying edt Cai, Jinfa edt Li, Shiqi edt Erscheint auch als Druck-Ausgabe How Chinese teach mathematics HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029368097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | How Chinese teach mathematics perspectives from insiders ""Contents""; ""Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction""; ""Section 1 Historical and Contemporary Perspectives""; ""Chapter 1 The Wisdom of Traditional Mathematical Teaching in China""; ""1. Understanding Traditional Chinese Mathematics Education""; ""2. Traditional Mathematics Education Thought in China""; ""3. Common Features of Traditional Chinese Mathematics Education and Some Examples""; ""3.1 Instructional Style in Traditional Chinese Mathematical Texts � Generality and Conciseness over Abstraction"" ""3.2 Traditional Chinese Mathematical Teaching � Highly Real Life and Application Oriented""""3.3 Teaching Style of Ancient Chinese Mathematicians and Mathematics Educators�Explaining Mathematical Ideas by Combining Logical Deduction and Intuitive Analysis""; ""3.4 Procedural Approach in Ancient Chinese Mathematics Education""; ""4. Conclusion and Prospects""; ""References""; ""Chapter 2 How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from Contemporary International Research""; ""1. Introduction""; ""2. Methods"" ""3. Mathematics Teacher Education and Professional Development in China""""3.1 Pre-service Training Programs for Mathematics Teachers""; ""3.2 In-service Teachers� Professional Development""; ""4. Mathematics Teaching in Chinese Classrooms""; ""4.1 Planning Lessons Systematically""; ""4.2 Emphasizing Two Basics""; ""4.3 Whole-class Teaching and Interaction""; ""4.4 Teaching with Variation""; ""4.5 Teacher-student Interaction and Engagement""; ""4.6 Assigning and Marking Homework Frequently""; ""4.7 Using Textbooks with Deep Understanding""; ""4.8 Structured Instruction"" ""4.9 Making Change in Light of Curriculum Innovations""""5. Concluding Remarks""; ""Acknowledgments""; ""References""; ""Section 2 Understanding the Chinese Ways of Teaching Mathematics""; ""Chapter 3 Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students� Learning""; ""1. Introduction""; ""2. Conceptual Framework""; ""3. Methods""; ""3.1 Data Sources""; ""3.2 Data Analysis""; ""4. Results""; ""4.1 Intended Mathematics: Goals for Student Learning of SLE2""; ""4.2 Activity and Task Sequences for Promoting Student Learning of SLE2"" ""4.3 Promoting Opportunities for Students� Construction of SLE2""""4.4 Promoting Learning of What Constitutes SLE2 and Its Solution""; ""4.5 Articulating HLT for the SLE2 Unit""; ""5. Discussion and Conclusion""; ""5.1 Promoting Conceptual Understanding and Procedural Fluency in Tandem""; ""5.2 A Hybrid Theory for Examining Classroom Instruction""; ""5.3 Understanding Chinese Mathematics Instruction beyond the Classroom""; ""References""; ""Chapter 4 Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence""; ""1. Introduction"" Mathematics / Study and teaching fast MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching / China Mathematik Mathematics Study and teaching China |
| title | How Chinese teach mathematics perspectives from insiders |
| title_auth | How Chinese teach mathematics perspectives from insiders |
| title_exact_search | How Chinese teach mathematics perspectives from insiders |
| title_full | How Chinese teach mathematics perspectives from insiders edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China |
| title_fullStr | How Chinese teach mathematics perspectives from insiders edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China |
| title_full_unstemmed | How Chinese teach mathematics perspectives from insiders edited by Lianghuo Fan, The University of Southampton, UK, Ngai-Ying Wong, The Chinese University of Hong Kong, Hong Kong, Jinfa Cai, The University of Delaware, USA, Shiqi Li, East China Normal University, China |
| title_short | How Chinese teach mathematics |
| title_sort | how chinese teach mathematics perspectives from insiders |
| title_sub | perspectives from insiders |
| topic | Mathematics / Study and teaching fast MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching / China Mathematik Mathematics Study and teaching China |
| topic_facet | Mathematics / Study and teaching MATHEMATICS / Essays MATHEMATICS / Pre-Calculus MATHEMATICS / Reference Mathematics / Study and teaching / China Mathematik Mathematics Study and teaching China |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029368097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT fanlianghuo howchineseteachmathematicsperspectivesfrominsiders AT wongngaiying howchineseteachmathematicsperspectivesfrominsiders AT caijinfa howchineseteachmathematicsperspectivesfrominsiders AT lishiqi howchineseteachmathematicsperspectivesfrominsiders |