How Chinese Teach Mathematics and Improve Teaching

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.

Part I: Introduction and perspectivesChapter 1:Examining and understanding how Chinese teach mathematics: An introductionChapter 2:Knowing and understanding mathematics teaching in China from a historical perspectiveChapter 3:Teaching and learning “two basics” Part II: Chinese teachers’ regular practices for developing and improving classroom instructionPrefaceChapter 4:Developing classroom instruction through collaborations in school-based Teaching Research activitiesChapter 5:Knowing and understanding instructional mathematics content through intensive studies of textbooksChapter 6:A study on mathematics teachers’ lesson planning Part III: Mathematical instruction practices and classroom environment in ChinaPrefaceChapter 7:Mathematics bianshi curriculum and classroom teachingChapter 8:Instructional coherence of a mathematics lesson: the story from the learners’ perspectivesChapter 9:Traditional and innovative mathematics classroom instruction: case studiesChapter 10:Mathematics classroom environment in Chinese mainland Part IV: Selected approaches and practices for improving the quality of teachers and teachingPrefaceChapter 11:Improving classroom instruction with apprenticeship practices and public lesson development as contextsChapter 12:Pursuing and promoting classroom instruction improvement through exemplary lesson developmentChapter 13:Identifying and promoting classroom instruction excellence through teaching contests Part V: Commentary and conclusionChapter 14:Commentary 1Chapter 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.