By Fan Lianghuo
The e-book has been written by means of a world workforce of very lively researchers and students who've a fondness for the learn of chinese language arithmetic schooling. It goals to supply readers with a accomplished and up to date photograph of the educating and studying of arithmetic concerning chinese language scholars from a variety of views, together with the ways that chinese language scholars research arithmetic in school rooms, faculties and houses, the impact of the cultural and social atmosphere on chinese language scholars' arithmetic studying, and the strengths and weaknesses of the ways that chinese language research arithmetic. moreover, in response to the appropriate examine findings, the e-book explores the consequences for arithmetic schooling and provides sound feedback for reform and development. This e-book is a needs to for somebody who's attracted to the educating and studying of arithmetic pertaining to chinese language newbies.
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Additional info for How Chinese Learn Mathematics: Perspectives From Insiders (Mathematics Education, 1)
1998). S. and Chinese students' mathematical problem posing and problem solving. Mathematics Education Research Journal, 1O( I), 3750. , Lo, J. , & Watanabe, T. (2002). S. and Asia school mathematics textbooks. School Science and Mathematics, I O2(8), 1-13. , & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian American, Caucasian American, and East Asian high school students. Child Development, 66, 1215- 1234. Foy, P. (1996). Implementation of the TIMSS sample design.
Zimmer, J. M. (1999). Cross-national comparison of representational competence. Journal for Research in Mathematics Education, 30(5), 541-557. , & Griffin, P. (1985). Mathematics achievement in Hong Kong secondary schools. Hong Kong: Center of Asian Study, University of Hong Kong. How Have Chinese Students Performed in Mathematics? 23 Cai, J. (1998). S. and Chinese students' mathematical problem posing and problem solving. Mathematics Education Research Journal, 1O( I), 3750. , Lo, J. , & Watanabe, T.
It was conceptualized to include the dimensions of mathematical thinking, mathematical communication, mathematical ideas as well as mathematical tools and techniques. The issue of individual differences (including gender, race, class, and culture; California State Board of Education, 1992, pp. 44-46), tracking and grouping area were addressed (pp. 6 2 4 5 ) . The standards could be seen as elaborations of the NCTM standards. ” We can see that the process abilities were incorporated into the strands of contents.