An Examination of Coherence in a Chinese Mathematics Classroom

Tao, Wang; Murphy, John W.

doi:10.1142/9789812562241_0004

Cited by 32 publications

(27 citation statements)

References 12 publications

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“…Moreover, emphasizing connection and coherence in Chinese mathematics instruction is also in line with previous findings (Cai et al, 2009;Huang & Leung, 2004;Wang & Murphy, 2004). These consistent findings may reflect some unique beliefs concerning effective mathematics instruction in China.…”

Section: Discussionsupporting

confidence: 91%

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Huang

Xiao-ya

2010

Canadian Journal of Science, Mathematics and Technology Educati

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In this study, we examined the views of 10 experts and 10 novices on effective mathematics instruction in China. We found that all the participants valued students' mastering of mathematical knowledge and skills and their development in mathematical thinking methods and abilities. Compared with novice teachers, expert teachers emphasized the development of students' mathematical thinking and higher order thinking abilities and properly dealing with important and difficult content points. In contrast, novice teachers were particularly concerned about the effectiveness of teachers' guidance.Résumé: Dans cetteétude, nous avons analysé les points de vue de 10 enseignants d'expérience et 10 enseignants débutants sur l'enseignement efficace des mathématiques en Chine. Nos résultats montrent que tous les participants ontà coeur l'acquisition des savoirs et des habiletés mathématiques de leursétudiants, de même que le développement de leur pensée mathématique en termes de méthodes et d'habiletés. Comparativementà leurs nouveaux collègues, cependant, les enseignants d'expérience insistent d'avantage sur le développement de la pensée mathématique et les habiletés de pensée d'ordre supérieur, ainsi que sur la capacité d'affronter certainséléments de contenu importants. Quant aux nouveaux enseignants, ils se préoccupent avant tout de l'efficacité de leurs conseils pédagogiques.

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Section: Discussionsupporting

confidence: 91%

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Huang

Xiao-ya

2010

Canadian Journal of Science, Mathematics and Technology Educati

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“…However, the difficult points that Chinese teachers carefully consider often reflect some general needs of students at certain ages instead of particular needs of specific individuals. This confirms what Wang and Murphy (2004) found that in Chinese mathematics classrooms the achieving of high coherence is often at an expense of student individual voices.…”

Section: Discussionsupporting

confidence: 88%

Chinese (Mainland) teachers’ views of effective mathematics teaching and learning

Tao

Cai

2007

ZDM Mathematics Education

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This study investigates Chinese teachers' cultural beliefs concerning effective mathematics teaching through semi-structured interview with nine experienced teachers. For the Chinese teachers, an effective teacher should always be passionate and committed to the teaching profession. She should not only understand the knowledge in the textbook thoroughly but also be able to carefully craft the knowledge from the textbook for teaching by predicting possible students' difficulties. Although Chinese teachers emphasize student participation and flexible teaching, they tend to see the teacher's ability to design and lead coherent lessons as the key for facilitating students' understanding. The result of this study helps researchers and educators understand the teacher-designed and content-oriented teaching model in Chinese classrooms.

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“…Some researchers have tried to explain the performance differences in terms of teachers' pedagogical content knowledge (Ma, 1999), guidebooks for the teachers (Li, 2004), methods courses provided for preservice teachers (Li, 2002), and how teachers used textbooks (Fan, Chen, Zhu, Qiu, & Hu, 2004;Zhu, 2003). Some have investigated how the teaching of mathematics in classrooms was organized (Chen, Lee, & Stevenson, 1993;Gu, Huang, & Marton, 2004;Hiebert, Gallimore, Garnier, Givvin, Hollingsworth, & Jacobs, 2003;Stevenson & Stigler, 1992;Stigler & Hiebert, 1999;Wang & Murphy, 2004). Some have explored the contributions of textbooks used in terms of types of problems included (Li, 2000;Zhu, 2003), the presentation of specific topics such as ratio and proportion (Lo, Cai, & Watanabe, 2001), arithmetic average (Cai, Lo, & Watanabe, 2002), addition and subtraction of integral expressions (Li, 2000), etc.…”

Section: Discussionmentioning

confidence: 99%

Strategies for Solving Three Fraction-Related Word Problems on Speed: A Comparative Study Between Chinese and Singaporean Students

Jiang

Chua

2009

Int J of Sci and Math Educ

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This paper presents the results obtained from a study comparing the strategies used by 1,070 Chinese students and 1,002 Singaporean students from primary grade 6 to secondary year 2 in solving three fraction-related problems. It is part of the author's Ph.D. study, which involves more word problems on speed. The Chinese students performed better than the Singaporean students on two of the three problems, while the Singaporean students performed better than the Chinese students on the other. The strategy analyses reveal that the Chinese students used the traditional methods like arithmetic and algebraic strategies more frequently than the Singaporean students, whereas the Singaporean students used the model and unitary methods more frequently than the Chinese students. Implications for the teaching and learning of word problems on speed, as well as problem solving, are also provided.

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An Examination of Coherence in a Chinese Mathematics Classroom

Cited by 32 publications

References 12 publications

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Chinese (Mainland) teachers’ views of effective mathematics teaching and learning

Strategies for Solving Three Fraction-Related Word Problems on Speed: A Comparative Study Between Chinese and Singaporean Students

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