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ERIC Number: EJ1127681
Record Type: Journal
Publication Date: 2017-Feb
Pages: 25
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1386-4416
On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers
Cai, Jinfa; Ding, Meixia
Journal of Mathematics Teacher Education, v20 n1 p5-29 Feb 2017
Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result of continuous connection making. However, in contrast to the popular view which separates understanding into conceptual and procedural, Chinese teachers prefer to view understanding in terms of concepts and procedures. They place more stress on the process of concept development, which is viewed as a source of students' failures in transfer. To achieve mathematical understanding, the Chinese teachers emphasize strategies such as reinventing a concept, verbalizing a concept, and using examples and comparisons for analogical reasoning. These findings draw on the perspective of classroom practitioners to inform the long-debated issue of the meaning of mathematical understanding and ways to achieve mathematical understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China