{"product_id":"9789814415835","title":"How Chinese Teach Mathematics: Perspectives From Insiders: Perspectives from Insiders","description":"\u003cp\u003eThis 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, \u003ci\u003eHow Chinese Learn Mathematics: Perspectives from Insiders\u003c\/i\u003e, 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.\u003c\/p\u003e\u003cb\u003eContents:\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eFocusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003e\u003ci\u003eHistorical and Contemporary Perspectives:\u003c\/i\u003e\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eThe Wisdom of Traditional Mathematical Teaching in China \u003ci\u003e(DAI Qin and CHEUNG Ka Luen)\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003eHow Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from ContemporaryInternational Research \u003ci\u003e(FAN Lianghuo, MIAO Zhenzhen and MOK Ah Chee Ida)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e \u003c\/li\u003e                  \u003cli\u003e\n\u003cb\u003e\u003ci\u003eUnderstanding the Chinese Ways of Teaching Mathematics:\u003c\/i\u003e\u003c\/b\u003e      \u003cul\u003e\n\u003cli\u003eMathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students' Learning \u003ci\u003e(HUANG Rongjin, MILLER L Diane and TZUR Ron)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eAchieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence \u003ci\u003e(WANG Tao, CAI Jinfa and HWANG Stephen)\u003c\/i\u003e\n\u003c\/li\u003e                   \u003cli\u003eElementary School Teachers' Instruction in Measurement: Cases of Classroom Teaching of Spatial Measurement in Taiwan \u003ci\u003e(HUANG Hsin-Mei E)\u003c\/i\u003e\n\u003c\/li\u003e       \u003cli\u003ePedagogical and Curriculum Potentials of Homework: A Case Study about Geometric Proofs in Shanghai \u003ci\u003e(FANG Yanping)\u003c\/i\u003e\n\u003c\/li\u003e                    \u003cli\u003eTeaching Calculation of Time Intervals: Comparing Mathematics Competence of Students in Macau, Hong Kong and the Netherlands \u003ci\u003e(LI Titus Siu Pang)\u003c\/i\u003e\n\u003c\/li\u003e        \u003cli\u003eTeaching Number Sense via Interactive Multimedia in a Primary School in Taiwan \u003ci\u003e(YANG Der-Ching, CHEN Pei-Chieh, TSAI Yi Fang and HSIEH Tien-Yu)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eTeaching Geometrical Theorems in Grade 8 Using the “\u003ci\u003eShen Tou\u003c\/i\u003e” Method: A Case Study in Shanghai \u003ci\u003e(DING Liping, JONES Keith and ZHANG Dianzhou)\u003c\/i\u003e\n\u003c\/li\u003e                     \u003cli\u003eImplementation of Objectives Based on the Curriculum Standards: A Case of Teaching Using Letter to Represent Number at a Chinese Primary School in Chinese Mainland \u003ci\u003e(HUANG Xingfeng, YANG Jinglei and LI Shiqi)\u003c\/i\u003e\n\u003c\/li\u003e   \u003cli\u003eChinese Project-based Classroom Practices: Promoting Students' Engagement in Mathematical Activities \u003ci\u003e(XU Binyan and ZHU Guangtian)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eA Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors \u003ci\u003e(LEE Yuan-Shun and LIN Fou-Lai)\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003eFeatures of Exemplary Lessons under the Curriculum Reform in Chinese Mainland: A Study of Thirteen Elementary Mathematics Lessons \u003ci\u003e(MA Yunpeng and ZHAO Dongchen)\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003eQingpu Mathematics Teaching Reform and Its Impact on Student Learning \u003ci\u003e(GU Lingyuan, YANG Yudong and HE Zhenzhen)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003e\u003ci\u003eChinese Mathematics Teachers, Teacher Education and Teacher Professional Development:\u003c\/i\u003e\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eBeliefs, Knowledge and Teaching: A Series of Studies about Chinese Mathematics Teachers \u003ci\u003e(ZHANG Qiaoping and WONG Ngai-Ying)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eWhat Makes a Master Teacher? A Study of Thirty-One Mathematics Master Teachers in Chinese Mainland \u003ci\u003e(FAN Lianghuo, ZHU Yan and TANG Caibin)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eChinese Teachers' Mathematics Beliefs in the Context of Curriculum Reform \u003ci\u003e(CHEN Qian and LEUNG Koon Shing Frederick)\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003e\"Same Content Different Designs\" Activities and Their Impact on Prospective Mathematics Teachers' Professional Development: The Case of Nadine \u003ci\u003e(YUAN Zhiqiang and LI Xuhui)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eExploration into Chinese Mathematics Teachers' Perceptions of Concept Map \u003ci\u003e(JIN Haiyue, LU Jun and ZHONG Zhihua)\u003c\/i\u003e\n\u003c\/li\u003e                      \u003cli\u003eAssisting Teachers in Maintaining High-Level Cognitive Demands of Mathematical Tasks in Classroom Practices: A Training Course in Taiwan \u003ci\u003e(LIN Pi-Jen and TSAI Wen-Huan)\u003c\/i\u003e\n\u003c\/li\u003e \u003cli\u003eThe Relationships between Religious Beliefs and Teaching among Mathematics Teachers in Chinese Mainland, Taiwan and Hong Kong \u003ci\u003e(LEU Yuh-Chyn, CHAN Yip-Cheung and WONG Ngai-Ying)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eEpilogue: Why the Interest in the Chinese Learner? \u003ci\u003e(FAN Lianghuo, WONG Ngai-Ying, CAI Jinfa and LI Shiqi)\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cb\u003eReadership:\u003c\/b\u003e Researchers, educators, lecturers, and graduate students in mathematics and education.\u003cbr\u003e\u003cb\u003eKey Features:\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eConcerted research effort. The book is well-planned, structured, and organized\u003c\/li\u003e\n\u003cli\u003eUnique treatment of the topic: comprehensive and in-depth coverage on teaching, teacher, and teacher education for a wide range of international readers\u003c\/li\u003e\n\u003cli\u003eProminent authors and contributors: Many of them are the world's leading scholars or most active researchers\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"World Scientific Publishing Company, Incorporated","offers":[{"title":"Default Title","offer_id":47185343316208,"sku":"9789814415835","price":77.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/9789814415835_p0.jpg?v=1763691455","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/9789814415835","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}