What constitutes effective mathematics instruction: A comparison of chinese expert and novice teachers' views

Canadian Journal of Science, Mathematics and Technology Education

Volumn 10, Issue 4, 2010, Pages 293-306

  Huang, Rongjin ^a   Li, Yeping ^a   He, Xiaoya ^b  

^a TEXAS A AND M UNIVERSITY   (United States)

^b SOUTH CHINA NORMAL UNIVERSITY   (China)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960312052     PISSN: 14926156     EISSN: 19424051     Source Type: Journal    
DOI: 10.1080/14926156.2010.524965     Document Type: Article

References (37)

1. Allen, R. M., & Casbergue, R. M. (1997). Evolution of novice through expert teachers' recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13(7), 741-755.
2. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145-172.
3. Artzt, A. F., Armour-Thomas, E., & Curcio, F. R. (2008). Becoming a reflective mathematics teacher: A guide for observations and self-assessment (2nd ed.). New York, NY: Taylor & Francis.
4. Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482.
5. Biggs, J. B., & Watkins, D. A. (1996). The Chinese learner in retrospect. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 269-285). Hong Kong, China: Comparative Educational Research Centre, The University of Hong Kong.
6. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473-498.
7. Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (Eds.). (2009). Effective mathematics teaching from teachers' perspectives: National and cross-national studies. Rotterdam, The Netherlands: Sense.
8. Cai, J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM-The International Journal on Mathematics Education, 39(5-6), 459-473.
9. Colestock, A., & Sherin, M. G. (2009). Teachers' sense-making strategies while watching video of mathematics instruction. Journal of Technology and Teacher Education, 17(1), 7-29.
10. Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Los Angeles, CA: Sage.
11. Correa, C. A., Perry, M., Sims, L. M., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and U.S. teachers talk about how their students' best learn mathematics. Teaching and Teacher Education, 24(1), 140-153.
12. Fan, L., & Zhu, Y. (2004). How have Chinese students performed in mathematics? A perspective from large-scale international comparisons. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 3-26). Singapore: World Scientific.
13. Huang, R., & Leung, F. K. S. (2004). Cracking the paradox of the Chinese learners: Looking into the mathematics classrooms in Hong Kong and Shanghai. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 348-381). Singapore: World Scientific.
14. Huang, R., & Leung, F. K. S. (2005). Deconstructing teacher-centeredness and student-centeredness dichotomy: A case study of a Shanghai mathematics lesson. The Mathematics Educators, 15(2), 35-41.
15. Huang, R., & Li, Y. (2009a). Examining the nature of effective teaching through master teachers' lesson evaluation in China. In J. Cai, G. Kaiser, B. Perry, & N.Y. Wong (Eds.), Effective mathematics teaching fromteachers' perspectives: National and cross-national studies (pp. 163-182). Rotterdam, The Netherlands: Sense.
16. Huang, R., & Li, Y. (2009b). Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: A case study. ZDM-The International Journal on Mathematics Education, 41(3), 297-309.
17. Huang, R., Peng, S., Wang, L., & Li, Y. (2010). Secondary mathematics teacher professional development in China. In F. K. S. Leung & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia (pp. 129-152). Rotterdam, The Netherlands: Sense.
18. Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers' comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23(7), 1038-50.
19. Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52-75.
20. Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77(3), 247-271.
21. Leung, F. K. S. (2005). Some characteristics of East Asian mathematics classrooms based on data from the TIMSS 1999 video study. Educational Studies in Mathematics, 60(2), 199-215.
22. Li, Q., Ni, Y. J., & Xiao, N. P. (2005). [Elementary school mathematical teachers' subject matter knowledge: A comparative analysis of expert teachers and non-expert teachers]. Journal of Educational Studies, 1(6), 57-64.
23. Li, Y. (2007). Examining and understanding mathematics classroom instruction and possible contributing factors through a cross-national lens. School Science and Mathematics, 107(8), 308-310.
24. Li, Y., & Shimizu, Y. (Eds.). (2009). Exemplary mathematics instruction and its development in East Asia. ZDM-The International Journal on Mathematics Education, 41(3), 257-395.
25. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
26. Ministry of Education, P. R. China. (2001). [Mathematics curriculum standard for compulsory education stage (experimental version)]. Beijing, China: Beijing Normal University Press.
27. Mok, I. A. C. (2006). Teacher-dominating lessons in Shanghai: The insiders' story. In D. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp. 87-98). Rotterdam, The Netherlands: Sense.
28. Sato, M., Akita, K., & Iwakawa, N. (1993). Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education, 68(4), 100-110.
29. Schempp, P., Tan, S., Manross, D., & Fincher, M. (1998). Differences in novice and competent teachers' knowledge. Teachers and Teaching: Theory and Practice, 4(1), 9-20.
30. Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
31. Stepich, D. (1991). From novice to expert: Implications for instructional design. Performance and Instruction, 30(6), 13-17.
32. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Summit Books.
33. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: Free Press.
34. Wang, T., & Murphy, J. (2004). An examination of coherence in a Chinese mathematics classroom. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 107-123). Singapore: World Scientific.
35. Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, China: Comparative Education Research Center, The University of Hong Kong.
36. Westerman, D. (1991). Expert and novice teachers decision making. Journal of Teacher Education, 42(4), 292-305.
37. Zhang, D., Li, S., & Tang, R. (2004). The "two basics": Mathematics teaching and learning in Mainland China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 189-207). Singapore: World Scientific.