How Chinese Teach Mathematics and Improve Teaching

Yeping Li is Professor of Mathematics Education, holder of the Claude H. Everett, Jr. Endowed Chair in Education, and Head of the Department of Teaching, Learning, and Culture at Texas A&M University, USA.Rongjin Huang is Associate Professor of Mathematics Education in the Department of Mathematical Sciences at Middle Tennessee State University, USA.

'This book sets out to explain a tradition of teaching and improving teaching that will be unfamiliar to most of its readers. However, the surprising and pleasing outcome is that by doing so, it offers significant new insights into mathematics teaching in Western countries.' - Kaye Stacey, Foundation Professor of Mathematics Education, University of Melbourne, Australia "This book challenges us to examine teaching and to make a commitment to improve teaching every day in every classroom in the U.S., as well as other countries of the world. Current and future students deserve our very best effort to engage them in exploring mathematics for its beauty, its utility, and its place in the lives of people worldwide." —Glenda Lappan, University Distinguished Professor, Michigan State University

• Part I: Introduction and perspectivesChapter 1: Examining and understanding how Chinese teach mathematics: An introductionChapter 2: Knowing and understanding mathematics teaching in China from a historical perspectiveChapter 3: Teaching and learning “two basics”Part II: Chinese teachers’ regular practices for developing and improving classroom instructionPrefaceChapter 4: Developing classroom instruction through collaborations in school-based Teaching Research activitiesChapter 5: Knowing and understanding instructional mathematics content through intensive studies of textbooksChapter 6: A study on mathematics teachers’ lesson planningPart III: Mathematical instruction practices and classroom environment in ChinaPrefaceChapter 7: Mathematics bianshi curriculum and classroom teachingChapter 8: Instructional coherence of a mathematics lesson: the story from the learners’ perspectivesChapter 9: Traditional and innovative mathematics classroom instruction: case studiesChapter 10: Mathematics classroom environment in Chinese mainlandPart IV: Selected approaches and practices for improving the quality of teachers and teachingPrefaceChapter 11: Improving classroom instruction with apprenticeship practices and public lesson development as contextsChapter 12: Pursuing and promoting classroom instruction improvement through exemplary lesson developmentChapter 13: Identifying and promoting classroom instruction excellence through teaching contestsPart V: Commentary and conclusionChapter 14: Commentary 1Chapter 15: Commentary 2