How Chinese teach mathematics :: perspectives from insiders /
"This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching"...
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: | Volltext |
| Zusammenfassung: | "This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners."-- |
| Beschreibung: | 1 online resource (xviii, 735 pages) |
| Bibliographie: | Includes bibliographical references and indexes. |
| ISBN: | 9789814415828 9814415820 |
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| 245 | 0 | 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 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Series on mathematics education ; |v volume 6 | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |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"" | |
| 520 | |a "This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners."-- |c Provided by publisher | ||
| 650 | 0 | |a Mathematics |x Study and teaching |z China. | |
| 650 | 6 | |a Mathématiques |x Étude et enseignement |z Chine. | |
| 650 | 7 | |a MATHEMATICS |x Essays. |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS |x Pre-Calculus. |2 bisacsh | |
| 650 | 7 | |a MATHEMATICS |x Reference. |2 bisacsh | |
| 650 | 7 | |a Mathematics |x Study and teaching |2 fast | |
| 651 | 7 | |a China |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdCqh8h6hJY7PT6MQW4bd | |
| 700 | 1 | |a Fan, Lianghuo, |e editor. |0 http://id.loc.gov/authorities/names/nb2004309648 | |
| 700 | 1 | |a Wong, Ngai-Ying, |e editor. |0 http://id.loc.gov/authorities/names/n2014074134 | |
| 700 | 1 | |a Cai, Jinfa, |e editor. |0 http://id.loc.gov/authorities/names/n81045572 | |
| 700 | 1 | |a Li, Shiqi |c (Mathematics instructor), |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjMGX4XTgHKg76VyD9jYdP |0 http://id.loc.gov/authorities/names/n2014074138 | |
| 758 | |i has work: |a How Chinese teach mathematics (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGPjvCW68kPfWF4wvqMfmd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t How Chinese teach mathematics. |d New Jersey : World Scientific, 2015 |z 9789814415811 |w (DLC) 2014046651 |w (OCoLC)897510743 |
| 830 | 0 | |a Series on mathematics education ; |v volume 6. |0 http://id.loc.gov/authorities/names/no2005011843 | |
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| adam_text | |
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| author2 | Fan, Lianghuo Wong, Ngai-Ying Cai, Jinfa Li, Shiqi (Mathematics instructor) |
| author2_role | edt edt edt edt |
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| author_GND | http://id.loc.gov/authorities/names/nb2004309648 http://id.loc.gov/authorities/names/n2014074134 http://id.loc.gov/authorities/names/n81045572 http://id.loc.gov/authorities/names/n2014074138 |
| author_facet | Fan, Lianghuo Wong, Ngai-Ying Cai, Jinfa Li, Shiqi (Mathematics instructor) |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | QA14 |
| callnumber-raw | QA14.C6 H69 2015eb |
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| 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 | (OCoLC)907289786 |
| 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 |
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""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. 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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. 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Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners."--</subfield><subfield code="c">Provided by publisher</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Mathematics</subfield><subfield code="x">Study and teaching</subfield><subfield code="z">China.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Mathématiques</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="z">Chine.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MATHEMATICS</subfield><subfield code="x">Essays.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield 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| geographic | China fast https://id.oclc.org/worldcat/entity/E39PBJdCqh8h6hJY7PT6MQW4bd |
| geographic_facet | China |
| id | ZDB-4-EBA-ocn907289786 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:34Z |
| institution | BVB |
| isbn | 9789814415828 9814415820 |
| language | English |
| oclc_num | 907289786 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xviii, 735 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | World Scientific, |
| record_format | marc |
| series | Series on mathematics education ; |
| 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) text txt rdacontent computer c rdamedia online resource cr rdacarrier Series on mathematics education ; volume 6 Includes bibliographical references and indexes. 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"" "This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners."-- Provided by publisher Mathematics Study and teaching China. Mathématiques Étude et enseignement Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast China fast https://id.oclc.org/worldcat/entity/E39PBJdCqh8h6hJY7PT6MQW4bd Fan, Lianghuo, editor. http://id.loc.gov/authorities/names/nb2004309648 Wong, Ngai-Ying, editor. http://id.loc.gov/authorities/names/n2014074134 Cai, Jinfa, editor. http://id.loc.gov/authorities/names/n81045572 Li, Shiqi (Mathematics instructor), editor. https://id.oclc.org/worldcat/entity/E39PCjMGX4XTgHKg76VyD9jYdP http://id.loc.gov/authorities/names/n2014074138 has work: How Chinese teach mathematics (Text) https://id.oclc.org/worldcat/entity/E39PCGPjvCW68kPfWF4wvqMfmd https://id.oclc.org/worldcat/ontology/hasWork Print version: How Chinese teach mathematics. New Jersey : World Scientific, 2015 9789814415811 (DLC) 2014046651 (OCoLC)897510743 Series on mathematics education ; volume 6. http://id.loc.gov/authorities/names/no2005011843 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121 Volltext |
| spellingShingle | How Chinese teach mathematics : perspectives from insiders / Series on mathematics education ; ""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 China. Mathématiques Étude et enseignement Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast |
| 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 China. Mathématiques Étude et enseignement Chine. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast |
| topic_facet | Mathematics Study and teaching China. Mathématiques Étude et enseignement Chine. MATHEMATICS Essays. MATHEMATICS Pre-Calculus. MATHEMATICS Reference. Mathematics Study and teaching China |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=978121 |
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