Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study

Huang, Rongjin; Su, Hongyu; Xu, Shirong

doi:10.1007/s11858-013-0557-8

Cited by 51 publications

(23 citation statements)

References 13 publications

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“…Although Chinese teachers have only limited opportunities to acquire such knowledge during teacher education, they have plenty of opportunities to observe and evaluate other teachers' instruction after they start teaching in school (e.g., in activities organized by schools or the districts they are working, such as teaching research group activities, public lessons, and lessons studies) (Han & Paine, 2010). In these activities, besides observing and evaluating colleagues' teaching, Chinese teachers may also be required to develop different lesson plans for the same mathematical topic or to modify lessons repeatedly to improve teaching quality (Huang, Su, & Xu, 2014). These activities may support many Chinese teachers in developing their abilities to make alternative lessons plans to a specific topic or to modify and revise lesson plans flexibly.…”

Section: Differences On Pedagogy-related Professional Noticing (P_pid)mentioning

confidence: 99%

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Yang

Kaiser

König

et al. 2018

Int J of Sci and Math Educ

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Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers' noticing. This paper describes results of an international comparative study on (inservice) mathematics teachers' professional noticing in China and Germany, representing Eastern and Western cultures. In this study, 203 teachers in China and 118 teachers in Germany participated in a video-based assessment of their professional noticing, i.e. perception, interpretation, and decision-making competencies. Item response theory (IRT) and differential item functioning (DIF) were employed for data analysis. Findings of the study revealed that German teachers performed significantly better than Chinese teachers on noticing aspects related to general pedagogy; in contrast, Chinese teachers outperformed their German counterparts on noticing aspects connected to mathematics instruction. Further DIF detection analysis found that German mathematics teachers demonstrated particular strengths in "perception" as a sub-facet of noticing; in contrast, Chinese teachers tended to demonstrate strength in "analyzing and decision making" as other sub-facets of noticing. These findings suggest that societal and cultural factors, such as different philosophical paradigms, traditions of teacher education, and teaching and mathematics curriculum traditions are main influencing factors on teachers' professional noticing.

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Section: Differences On Pedagogy-related Professional Noticing (P_pid)mentioning

confidence: 99%

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Yang

Kaiser

König

et al. 2018

Int J of Sci and Math Educ

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“…Other learning about specific teaching included, for example, improved questioning (Norton and McCloskey 2008) and sequencing mathematical tasks (Huang, Su, and Xu 2014).…”

Section: Teachers' Knowledge and Thinkingmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

ZDM Mathematics Education

100

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“…This development is said to be supported by different efforts, for example: establishment of master work stations (e.g., Li, Tang, & Gong, 2011); Chinese lesson study development (e.g., Huang, Su, & Xu, 2014).…”

Section: Background Literature: Mathematics Teaching Expertisementioning

confidence: 99%

Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise

Pepin

Trouche

et al. 2016

Educ Stud Math

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In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics Bexpert^teachers. Exploiting the Western and Eastern literature we examine the notion of Bmathematics teaching expertise^, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers' representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers' views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of 'resources'. The significance of the study relates to the enhancement of mathematics teachers' expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning.

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Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study

Cited by 51 publications

References 13 publications

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

ICME international survey on teachers working and learning through collaboration: June 2016

Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise

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