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How Chinese Teach Mathematics: Canadian Teachers' Perspectives

Artigo2021

Aihui Peng; Li Cao

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Resumo

As part of a large reciprocal learning partnership project between Canada and China, this study explored Canadian teachers' perceptions of mathematics teaching in elementary schools in China. Using reciprocal learning and Activity Theory as the theoretical lens, we collected data, i.e., classroom observations, group discussion, and informal exchanges from teachers in a pair of research sister-schools in Canada and China. Qualitative data analyses revealed four themes in Canadian teachers' perceptions of the characteristics of Chinese mathematics teaching: an active teacher-student interaction model of questioning-responding, a mathematical knowledge-package summary at the end of each lesson, integration of the history of mathematics into teaching, and the development and implementation of well-structured lessons. Contributions, implications, and limitations of the study in mathematics education and research are discussed.

Dados da obra

Tipo
Artigo
Periódico
Frontiers of Education in China
Ano
2021
Idioma
en
Palavras-chave
Foreign Countries; Mathematics Instruction; Teacher Attitudes; Elementary School Students; Comparative Education; Teacher Student Relationship; Interdisciplinary Approach; Curriculum Development; Curriculum Implementation
Temas
Currículo, História da Matemática
ISSN
1673-341X
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PENG, Aihui; CAO, Li. How Chinese Teach Mathematics: Canadian Teachers' Perspectives. Frontiers of Education in China, 2021. Disponível em: http://dx.doi.org/10.1007/s11516-021-0002-7. Acesso em: 5 nov. 2026.

APA

Peng, A., & Cao, L. (2021). How Chinese Teach Mathematics: Canadian Teachers' Perspectives. Frontiers of Education in China. http://dx.doi.org/10.1007/s11516-021-0002-7

BibTeX
@article{peng2021,
  author = {Peng, Aihui and Cao, Li},
  title = {How Chinese Teach Mathematics: Canadian Teachers' Perspectives},
  year = {2021},
  journal = {Frontiers of Education in China},
  url = {http://dx.doi.org/10.1007/s11516-021-0002-7},
  language = {en}
}
RIS
TY  - JOUR
AU  - Peng, Aihui
AU  - Cao, Li
TI  - How Chinese Teach Mathematics: Canadian Teachers' Perspectives
PY  - 2021
JO  - Frontiers of Education in China
UR  - http://dx.doi.org/10.1007/s11516-021-0002-7
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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