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How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai.
- Source :
- ZDM - Mathematics Education; Jun2009, Vol. 41 Issue 3, p279-296, 18p, 11 Diagrams, 11 Charts, 4 Graphs
- Publication Year :
- 2009
-
Abstract
- In China, a school-based teaching research system was built since 1952 and Teaching Research Group (TRG) exists in every school. In the paper, a teacher's three lessons and the changes in each lesson were described, which might show a track of how lessons were continuously developed in TRG. The Mathematical Tasks Framework, The Task Analysis Guide, and Factors Associated with the Maintenance and the Decline of High-level Cognitive Demands developed in the Quantitative Understanding: Amplifying Student Achievement and Reasoning project (Stein and Smith in Math Teach Middle School 3(4):268-275, 1998; Stein et al. in Implementing stardards-based mathematics instruction. Teachers College Press, NY, pp. 1-33, 2000), were employed in this study. Based on the perspective of Mathematical Task Analysis, changes of three lessons were described and the author provided a snapshot for understanding how a Chinese teacher gradually improved his/her lessons in TRG activities. [ABSTRACT FROM AUTHOR]
- Subjects :
- MATHEMATICS education
CASE studies
PYTHAGOREAN theorem
TEACHING
MATHEMATICS teachers
Subjects
Details
- Language :
- English
- ISSN :
- 18639690
- Volume :
- 41
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- ZDM - Mathematics Education
- Publication Type :
- Academic Journal
- Accession number :
- 44048511
- Full Text :
- https://doi.org/10.1007/s11858-009-0171-y