This book intends to provide a comprehensive introduction to the status of development of Chinese mathematics education in the 21st century. To this end, the book summarizes and presents the research and practices of Chinese mathematics education in the following aspects: (1) characteristics of Chinese school mathematics curriculum and textbooks, (2) Chinese ways and strategies of teaching mathematics and the characteristics of mathematics classroom instruction in China, (3) Chinese instructional practices in developing (both gifted and underachieving) students' mathematical capabilities, (4) how professional development of mathematics teachers is promoted in China, including mathematics teachers' pre-service and in-service education, and how Chinese mathematics teachers design and implement teaching and research activities, and (5) how mathematics education is assessed and evaluated, including how to evaluate teachers' teaching and students' achievements. Relevant research in Chinese mathematics education involving methods of surveys, interviews, text analysis, etc., are reviewed and analyzed. Results of a number of video studies of Chinese mathematics classroom teaching and learning are also integrated into this book.
Yiming Cao is a professor of Mathematics Education in the School of Mathematical Science at Beijing Normal University, China. He is the deputy director of Basic Education Commission of Chinese Mathematical Society and the chair of Chinese Association of Mathematics Education. His research areas include mathematics curriculum and teaching, the history of mathematics and teacher education. He has published more than 100 papers in the academic journals and more than 30 books in these areas. And he undertaken several international cooperation project and key projects of national level. Furthermore, he is a member of the editorial board of Journal of Mathematics Education in America and the associate editor of Journal of Mathematics Education in China. Besides, he was invited as visiting research fellow and gave lectures in many countries, such as Australia, Japan, Brazil, America, Malaysia and so on. He was invited to present reports on the 11th International Congress on Mathematics Education and the 34th International Congress on Psychology of Mathematics Education etc. which were the significant international academic conference. And he was in charge of organizing the 14th Asian Technology Conference in Mathematics.
Frederick Koon-Shing Leung is Chair Professor and Kintoy Professor in Mathematics Education at the University of Hong Kong, and was Dean of the Faculty between 1996 and 2002. Professor Leung's major research interests are in the comparison of mathematics education in different countries, and in the influence of different cultures on teaching and learning. He is principal investigator of a number of major research projects, including the Hong Kong component of the Trends in International Mathematics and Science Study (TIMSS), the TIMSS Video Study, and the Learner's Perspective Study (LPS). Professor Leung is one of the editors for the Second and Third International Handbooks on Mathematics Education published by Springer, a member of the editorial boards for a number of major journals in mathematics education, and was a member of the Executive Committee of the International Commission on Mathematical Instruction (ICMI) between 2003 and 2009. He was appointed a Senior Fulbright Scholar in 2003, and was awarded the Hans Freudenthal Medal for 2013 by ICMI. He was named a Changjiang Scholar by the Ministry of Education, China in 2014, he received the World Outstanding Chinese Award in 2015, and was awarded a Bronze Bauhinia Star (BBS) by the Hong Kong SAR Government in 2017. He is also an honorary professor of Beijing Normal University, Southwest University and Zhejiang Normal University in China.
Preface.- Section I A General Introduction of Chinese Mathematics Education.- Chapter 1 Mathematics Education of Chinese Communities from the Perspective of International Studies of Mathematics Achievement.- Chapter 2 Chinese Mathematics Education System and Mathematics Education Tradition.- Chapter 3 Chinese Mathematics Curriculum Reform in the 21 Century.- Chapter 4 Education Equity in China: An Analysis of Local and Migrant students' Mathematics Learning in Shanghai.- Chapter 5 Shadow Education of Mathematics in China.- Section II Mathematical Curriculum and Textbook.- Chapter 6 Developments and Changes in the Primary School Mathematics Curriculum and Teaching Material in China.- Chapter 7 The development of mathematics curriculum and teaching materials in secondary schools in the second half of the 20th-century.- Chapter 8 The evolution of mathematics curriculum and teaching materials in secondary schools in the 21st century.- Chapter 9 Features and Characteristics of Chinese New Century Mathematics Textbooks.- Section III Mathematical Classroom Instruction.- Chapter 10 A study of Mathematics classroom teaching in China: Looking at lesson structure, teaching and learning behaviour.- Chapter 11 Task Design in Mathematics Classrooms.- Chapter 12 The Design and Implementation of the Mathematics Teaching Goal.- Chapter 13 Integration of Information Technology (IT) and the Mathematics Curriculum.- Chapter 14 Mathematics Teaching Reform Experiments in China in the 21st Century.- Section IV Mathematical Learning.- Chapter 15 A Case Study of Transformation of Students with Mathematics Learning Difficulties.- Section V The Professional Development of Mathematical Teachers.- Chapter 16 School-based professional development of Mathematics teachers in China.- Chapter 17 Pre-service Mathematics Teacher Education.- Chapter 18 Post-Service Education of Mathematical Teachers.- Chapter 19 A study of the status of teacher's professional knowledge.- Chapter 20 Chinese Teachers' Beliefs about Mathematics Teaching.- Section VI The Evaluation of Mathematics Education.- Chapter 21 The assessment of mathematics classroom instruction in primary and secondary schools.- Chapter 22 Primary and Secondary Mathematics Selective Examinations.- Chapter 23 Practice and Theoretical Thinking in Constructing a Developmental Assessment System for Mathematics Ability.