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Chinese Expert Teachers' Implementation of U.S. Mathematics Textbook Lessons

Artigo2026

Meixia Ding; Rahma Goran; Xuejing Xu; Wei Chen

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Resumo

This study explored how international expertise can inform mathematics teaching in the U.S. Specifically, Chinese expert elementary mathematics teachers were invited to plan and teach U.S. textbook lessons. Guided by the ICAP framework, which categorizes cognitive engagement into Interactive (I), Constructive (C), Active (A), and Passive (P) levels (I > C > A > P in learning outcomes), we analyzed how Chinese first grade teachers may have adapted students' learning opportunities of an early algebra idea (inverse relations) as presented in the intended U.S. curricula. Through quantitative analysis of qualitative verbal data, we found that the Chinese teachers' planned and enacted curricula, especially with worked examples, consistently elevated students' cognitive engagement, shifting learning opportunities from shallow (P, A) to deep (I, C) levels compared to baseline U.S. data. Follow-up qualitative analyses revealed that Chinese teachers tended to employ two types of deep questions--meaning-making and comparisons--to facilitate representational connections and inference making, which particularly contributed to this shift. Implications and future research directions are discussed.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2026
Idioma
en
Palavras-chave
Mathematics Instruction; Expertise; Mathematics Teachers; Elementary School Teachers; Grade 1; Mathematics Curriculum; Foreign Countries; Textbooks; Cultural Differences; Planning; Lesson Plans
Temas
Álgebra, Currículo
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DING, Meixia et al.. Chinese Expert Teachers' Implementation of U.S. Mathematics Textbook Lessons. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-026-09752-3. Acesso em: 5 nov. 2026.

APA

Ding, M., Goran, R., Xu, X., & Chen, W. (2026). Chinese Expert Teachers' Implementation of U.S. Mathematics Textbook Lessons. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-026-09752-3

BibTeX
@article{ding2026,
  author = {Ding, Meixia and Goran, Rahma and Xu, Xuejing and Chen, Wei},
  title = {Chinese Expert Teachers' Implementation of U.S. Mathematics Textbook Lessons},
  year = {2026},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-026-09752-3},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ding, Meixia
AU  - Goran, Rahma
AU  - Xu, Xuejing
AU  - Chen, Wei
TI  - Chinese Expert Teachers' Implementation of U.S. Mathematics Textbook Lessons
PY  - 2026
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-026-09752-3
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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