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Direct linkHuang, Xingfeng; Huang, Rongjin; Trouche, Luc – Educational Studies in Mathematics, 2023
Due to the COVID-19 pandemic in Shanghai, China, all school classes were delivered through an online environment from February 24 to May 22, 2020. To support this transition, the Shanghai Education Commission led expert teachers and specialists to develop a series of online video lessons based on the Shanghai unified curriculum, and suggested…
Descriptors: Teacher Attitudes, Barriers, Video Technology, Teaching Methods
Lu, Xiaoli; Leung, Frederick Koon Shing; Li, Na – Educational Studies in Mathematics, 2021
The importance of integrating history into mathematics education is widely recognised in the literature and advocated in curricula worldwide, including in China. However, under the influence of the long-standing centrally designed curricula, teachers in China are accustomed to content- and teacher-centred examination-driven teaching practices.…
Descriptors: Foreign Countries, Integrated Activities, History Instruction, Mathematics Instruction
Xu, Lihua; Clarke, David – Educational Studies in Mathematics, 2019
The benefits of engaging students in mathematics classroom dialogue have been highlighted (and advocated) in a large body of research studies, most of which were conducted in Western cultural contexts. Whether such research advocacy can be extended legitimately to encompass practice in classrooms situated in other cultural contexts, such as East…
Descriptors: Cultural Context, Foreign Countries, Mathematics Instruction, Learner Engagement
Wang, Ke; Wang, Xiao-qin; Li, Yeping; Rugh, Michael S. – Educational Studies in Mathematics, 2018
One major obstacle for integrating the history of mathematics in teaching (hereafter referred to as IHT) is how to help teachers, particularly those who lack experience in IHT, use historical materials in their teaching. Based on many IHT practices in Shanghai, this paper proposes an IHT framework including two parts: one is a triangular pyramid…
Descriptors: Foreign Countries, Science Education History, Integrated Curriculum, Teaching Methods
Zhu, Yan; Kaiser, Gabriele; Cai, Jinfa – Educational Studies in Mathematics, 2018
Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for…
Descriptors: Sex Fairness, Mathematics Achievement, Mathematics Instruction, Foreign Countries
Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang – Educational Studies in Mathematics, 2017
In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…
Descriptors: Mathematics Instruction, Mathematics Teachers, Expertise, Interviews
