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This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher΄s expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of instructional quality. A core element of this profile can be identified in Swiss mathematics teachers΄ particular strengths in the culture of communication, support and relationships. Findings also paint a generally positive picture of the culture of teaching, learning and understanding (e.g., methods and choreography of teaching) in Swiss mathematics classrooms. However, the culture of objectives, materials and tasks proves to be rather average in international comparison in several respects (level of mathematical content, characteristics of the problems set and the way they are worked on in lessons). In particular, there seems to be room for improvement in the specific context of the didactics of mathematics (e.g., the level of cognitive and mathematical challenge). [ABSTRACT FROM AUTHOR]

Modern educational technology(MET) curriculum teaching always is a question which is worth discussing. With our many years teaching practice and related research foundation, we adopted Blended learning way to carry on the educational reform in this curriculum, obtained some good effect.This thesis begins with all kinds of its definitions of blended learning and then analyzes the characters of blended learning under the environment of the Internet. We presents related study in Met curriculum teaching. Some of students and teachers in Suzhou University of science and technology are surveyed in order to know the condition of college students and MET curriculum teachers in using computers and Internet. According to the findings from the survey, the researcher concludes that it is feasible to use blended learning in college MET curriculum teaching. [ABSTRACT FROM AUTHOR]