Mathematics classroom instruction excellence through the platform of teaching contests

ZDM - International Journal on Mathematics Education

Volumn 41, Issue 3, 2009, Pages 263-277

  Li, Yeping ^a   Li, Jun ^b  

^a TEXAS A AND M UNIVERSITY   (United States)

^b EAST CHINA NORMAL UNIVERSITY   (China)

Author keywords

Chinese classroom; Classroom instruction analysis; Exemplary lesson; Instructional excellence; Mathematics instruction; Teaching contest

Indexed keywords

EID: 84867373491     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-009-0168-6     Document Type: Article

References (34)

1. Berends, M. (2006). Survey methods in educational research. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 623-640). Mahwah: Lawrence Erlbaum Assoc.
2. Borko, H., & Livingston, C. (1989). Cognition and Improvisation: differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-489.
3. Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology, 28, 305-324.
4. Fan, L. H., Wong, N. Y., Cai, J., & Li, S. (Eds.). (2004). How Chinese learn mathematics-perspectives from insiders. Singapore: World Scientific.
5. Gu, L. Y., Huang, R., & Marton, F. (2004). Teaching with variation: a Chinese way of promoting effective mathematics learning. In L. H. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics-perspectives from insiders (pp. 309-347). Singapore: World Scientific.
6. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., et al. (2003). Teaching mathematics in seven countries: results from the TIMSS 1999 video study (NCES 2003-013). U.S. Department of Education, Washington, DC: National Center for Education Statistics.
7. Huang, R., & Li, Y. (2009). Examining the nature of effective teaching through master teachers' lesson evaluation in China. In J. Cai, G. Kaiser, R. Perry, & N. Y. Wong (Eds.), Effective mathematics teaching from teachers' perspectives: national and cross-national studies. Rotterdam, The Netherlands: Sense (in press).
8. Kaiser, G., & Vollstedt, M. (2008). Pursuing excellence in mathematics classroom instruction in East Asia-a personal commentary from a Western perspective. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the joint meeting of 32nd annual conference of the International Group for the Psychology of Mathematics Education and the 30th of the North American chapter (Vol. 1, pp. 185-188). Morelia: PME.
9. Lapointe, A. E., Mead, N. A., & Askew, J. M. (1992). Learning mathematics. Princeton: Educational Testing Service.
10. Leinhardt, G. (1989). Math lessons: a contrast of novice and expert competence. Journal for Research in Mathematics Education, 20, 52-75.
11. Li, Y. (2007). Examining and understanding mathematics classroom instruction and possible contributing factors through a crossnational lens. School Science and Mathematics, 107, 308-310.
12. Li, J. (2008). Chinese teachers' constructions of their roles in developing curriculum. Paper presented at DG 17: the changing nature and roles of mathematics textbooks: form, use, access, The 11th International Congress on Mathematical Education (ICME-11), Monterrey, Mexico.
13. Li, Y., & Huang, R. (2008). Developing mathematics teachers' expertise with apprenticeship practice and professional promotion system as contexts. Paper presented at U.S. Sino workshop on science and mathematics education, NSF-funded workshop held at Middle Tennessee State University, TN.
14. Li, Y., Huang, R., Bao, J., & Fan, Y. (2009). Facilitating mathematics teachers' professional development through ranking and promotion practices in the Chinese mainland. In N. Bednarz, D. Fiorentini, & R. Huang (Eds.), The professional development of mathematics teachers: experiences and approaches developed in different countries. Canada: Ottawa University Press (in press).
15. Li, Y., Kulm, G., Huang, R., & Ding, M. (2009). On the quality of mathematics lesson: do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers' perspectives: national and international studies. Rotterdam: Sense Publishers (in press).
16. Liu, J., & Li, Y. (2009). Mathematics curriculum reform in the Chinese mainland: changes and challenges. In F. K. S. Leung & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia. Rotterdam: Sense Publishers (in press).
17. Ma, L. (1999). Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States. Mahwah: Lawrence Erlbaum.
18. Mok, I. A. C. (2006). Teacher-dominating lessons in Shanghai: the insiders' story. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: the insider's perspective (pp. 87-98). Rotterdam: Sense Publishers.
19. Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Chrostowski, S. J. (2004). Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College.
20. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston: Author.
21. National Council of Teachers of Mathematics. (2000). Principles and standards of school mathematics. Reston: The Author.
22. Paine, L., & Ma, L. (1993). Teachers working together: a dialogue on organizational and cultural perspectives of Chinese teachers. International Journal of Educational Research, 19, 675-697.
23. Peng, A. (2007). Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining. Journal of Mathematics Teacher Education, 10, 289-299.
24. Perry, M. (2000). Explanations of mathematical concepts in Japanese, Chinese, and U.S. first-and fifth-grade classrooms. Cognition and Instruction, 18, 181-207.
25. Rice, J. K. (1999). The impact of class size on instructional strategies and the use of time in high school mathematics and science courses. Educational Evaluation and Policy Analysis, 21, 215-229.
26. Stevenson, H. W., & Lee, S. (1997). The East Asian version of wholeclass teaching. In W. K. Cummings & P. G. Altbach (Eds.), The challenge of Eastern Asian education (pp. 33-49). Albany: State University of New York.
27. 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: Simon and Schuster.
28. Stigler, J. W., Fernandez, C., & Yoshida, M. (1996). Traditions of school mathematics in Japan and American elementary classrooms. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 149-175). Mahwah: Lawrence Erlbaum Assoc.
29. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
30. Stigler, J. W., Lee, S. Y., & Stevenson, H. W. (1987). Mathematics classrooms in Japan, Taiwan, and the United States. Child Development, 58, 1272-1285.
31. Stigler, J. W., & Stevenson, H. W. (1991). How Asian teachers polish each lesson to perfection. American Educator, 15(1), 12-20. 43-47.
32. Wang, J., & Paine, L. (2003). Learning to teach with mandated curriculum and public examination of teaching as contexts. Teaching and Teacher Education, 19, 75-94.
33. Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Center, The University of Hong Kong.
34. Zurawsky, C. (2003). Class size: Counting students can count. Research points: essential information for education policy, 1(2), 1-4. Retrieved March 18, 2008 from http://www.aera. net/uploadedFiles/Journals_and_Publications/Research_Points/RP_Fall03.pdf.