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ERIC Number: EJ1158875
Record Type: Journal
Publication Date: 2017-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1863-9690
Understanding the Chinese Approach to Creative Teaching in Mathematics Classrooms
Niu, Weihua; Zhou, Zheng; Zhou, Xinlin
ZDM: The International Journal on Mathematics Education, v49 n7 p1023-1031 Dec 2017
Using Amabile's componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted, activity-enriched lessons. It argues that creative mathematics teaching in the Chinese context is reference-based. There is a standard on what good teaching should look like and there is a greater emphasis on appropriateness in addition to novelty. Chinese mathematics classrooms are also mostly teacher-led, and Chinese teachers often spend a great deal of time to harness their creative teaching methods through various levels of professional development. The mechanism of exemplary mathematics lesson contest fosters collaborations among teachers on course preparation to achieve more effective mathematics teaching. Both features are consistent with the Chinese view of creativity. Implications are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A