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Book review. Windows on mathematics education research in mainland China: a thematic review

By Keith Jones

Abstract

This thematic review examines three recent books that provide insight into the practice of mathematics education research in mainland China. Across the various research studies reported in these books, there is a clear focus on both the design of the mathematics curriculum and on forms of mathematics pedagogy. Curriculum change is clearly a major concern, as is, in terms of pedagogy, what is entailed by the “two basics” and the idiom that “practice makes perfect”. Developing pedagogy is also a key concern, with reports of studies of experiments in teaching probability, in using different mathematical representations, and in teaching using “real-life” problems. Sensitivity to local cultures is also evident, with a consideration of urban and rural settings, and of regional settings such as major cities like Shanghai and regions like Tibet. Together, this set of books provides unparalleled insights into the concerns of mathematics educators in mainland China. As such, the books are an invaluable resource, not only as a window on mathematics educators in mainland China but also, crucially, as a mirror in which to reflect on approaches and concerns in other countries around the world

Topics: HT, LB2361, QA
Year: 2008
OAI identifier: oai:eprints.soton.ac.uk:50743
Provided by: e-Prints Soton

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Citations

  1. (1999). Knowing and Teaching Elementary Mathematics: teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
  2. (1997). Some lessons in mathematics: A comparison of mathematics teaching in Japan and America.
  3. (2006). Teaching geometry in lower secondary school in Shanghai, China.
  4. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S.

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