How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai.

Autor/in	Yang, Yudong
Titel	How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai.
Quelle	In: ZDM : mathematics education, 41 (2009) 3, S. 279-296 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0171-y
Schlagwörter	Fallstudie; Methodologie; Hospitation; Unterrichtsforschung; Mathematik; Mathematikunterricht; Pythagoräischer Lehrsatz; China
Abstract	In China, a school-based teaching research system was built since 1952 and Teaching Research Group (TRG) exists in every school. In the paper, a teacher's three lessons and the changes in each lesson were described, which might show a track of how lessons were continuously developed in TRG. The Mathematical Tasks Framework, The Task Analysis Guide, and Factors Associated with the Maintenance and the Decline of High-level Cognitive Demands developed in the "Quantitative Understanding: Amplifying Student Achievement and Reasoning" project (Stein and Smith in Math Teach Middle School 3(4):268-275, 1998, for a review see ME 1998f.03986; Stein et al. in Implementing stardards-based mathematics instruction. Teachers College Press, NY, pp. 1-33, 2000, for a review see ME 2000e.3200), were employed in this study. Based on the perspective of Mathematical Task Analysis, changes of three lessons were described and the author provided a snapshot for understanding how a Chinese teacher gradually improved his/her lessons in TRG activities.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2