Mathematics Learning in Chinese Contexts

Autor/inn/en	Ding, Meixia; Wu, Yingkang; Liu, Qimeng; Cai, Jinfa
Titel	Mathematics Learning in Chinese Contexts
Quelle	In: ZDM: Mathematics Education, 54 (2022) 3, S.477-496 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01385-z
Schlagwörter	Mathematics Instruction; Faculty Development; Mathematics Teachers; Instructional Materials; Nonformal Education; Educational Practices; Educational Policy; Cultural Influences + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Non-formal education; Non formal education; Nichtformale Bildung; Bildungspraxis; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss
Abstract	In this survey paper we focus on mathematics learning in Chinese contexts, as a way to contribute to broader discussions about mathematical learning. We first review the features of Chinese students' mathematical learning depicted in the literature, followed by a review of student mathematical learning in recent Chinese research journals. This leads to an introduction of the papers on Chinese students' learning in this issue. For Chinese students' learning contexts, we discuss four aspects, namely, classroom instruction, teachers' professional learning, curriculum materials, and learning outside of school. For each context, we review the literature findings on the identified features, introduce emerged practices and most recent policies under the reformed era, and discuss the relevant papers in this special issue. Whenever possible, we connect findings on Chinese students' learning with the associated contexts and relate these findings in the Chinese contexts to findings in the broader world context. We conclude this survey paper with possible lessons learned from Chinese students' learning features and from the varied Chinese contexts. In particular, we discuss these aspects from culturally contextualized and semantically decontextualized dimensions, which is expected to facilitate broad international discourse centering on the three questions proposed at the end of this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01