
Abstracts of The First Sourcebook on Asian Research in Mathematics Education
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Content
- Front Cover
- CONTENTS
- China
- Part I Culture, Tradition, and History
- CHAPTER 1
- "Zhi Yì Xíng Nán (Knowing Is Easy and Doing Is Difficult)" or Vice Versa?
- A Chinese Mathematician's Observation on History and Pedagogy of Mathematics Activities
- Man-Keung Siu University of Hong Kong
- Abstract
- CHAPTER 2
- The Study on Application of Mathematics History in Mathematics Education in China
- Zezhong Yang and Jian Wang Shandong Normal University
- Abstract
- CHAPTER 3
- Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China
- Xuhui Li California State University-Long Beach
- Dianzhou Zhang and Shiqi Li East China Normal University
- Abstract
- Part II Assessment and Evaluation
- CHAPTER 4
- factors Affecting Mathematical Literacy Performance Of 15-year- old Students In Macao
- The PISA Perspective
- Kwok-Cheung Cheung Faculty of Education, University of Macau
- Abstract
- CHAPTER 5
- Has Curriculum Reform Made A Difference in the Classroom?
- An Evaluation of the New Mathematics Curriculum in Mainland China
- Yujing Ni The Chinese University of Hong Kong
- Qiong Li Beijing Normal University
- Jinfa Cai University of Delaware
- Kit-Tai Hau The Chinese University of Hong Kong
- Abstract
- CHAPTER 6
- Effect of Parental Involvement and Investment on Mathematics Learning
- What Hong Kong Learned From PISA
- Esther Sui Chu Ho The Chinese University of Hong Kong
- ABSTRACT
- Part III Curriculum
- CHAPTER 7
- Early Algebra in Chinese Elementary Mathematics Textbooks
- The case of Inverse Operations
- Meixia Ding University of Nebraska-Lincoln
- Abstract
- CHAPTER 8
- The Development of Chinese Mathematics Textbooks for Primary and Secondary Schools since the Twentieth Century
- Shi-hu Lv Northwest Normal University
- Ting Chen Lanzhou City College
- Aihui Peng Institute of Higher Education, Southwest University
- Shangzhi Wang Institute of Mathematical Sciences, Capital Normal University
- Abstract
- CHAPTER 9
- Mathematics Curriculum and Teaching Materials in China from 1950-2000
- Jianyue Zhang People's Education Press, China
- Wei Sun Towson University, USA
- Arthur B. Powell Rutgers University, USA
- Abstract
- CHAPTER 10
- Chinese Mathematics Curriculum Reform in the Twenty-first Century
- 2000-2010
- Jian Liu National Center for School Curriculum and Textbook Development
- Lidong Wang Beijing Normal University
- Ye Sun West Virginia University
- Yiming Cao Beijing Normal University
- Abstract
- CHAPTER 11
- Basic Education Mathematics Curriculum Reform in the Greater Chinese Region
- Trends and Lessons Learned
- Chi-Chung Lam Hong Kong Institute of Education
- Ngai-Ying Wong The Chinese University of Hong Kong
- Rui Ding Northeast Normal University
- Siu Pang Titus Li Association for Childhood Education International- Hong Kong & Macau
- Yun-Peng Ma Northeast Normal University
- Abstract
- CHAPTER 12
- Characterizing Chinese Mathematics Curriculum
- A Cross-National Comparative Perspective
- Larry E. Suter National Science Foundation
- Jinfa Cai University of Delaware
- ABSTRACT
- Part IV Mathematical Cognition
- CHAPTER 13
- Promoting Young Children's Development of Logical-Math Thinking Through Addition, Subtraction, Multiplication, and Division in Operational Math
- Zi-Juan Cheng The Chinese University of Hong Kong
- Abstract
- CHAPTER 14
- Development of Mathematical Cognition in PreSchool Children
- Qingfen Hu and Jing Zhang Institute of Developmental Psychology, Beijing Normal University
- Abstract
- CHAPTER 15
- Chinese Children's Understanding of Fraction Concepts
- Ziqiang Xin Central University of Finance and Economics, Beijing, China
- Chunhui Liu Beijing Normal University, Beijing, China
- Abstract
- CHAPTER 16
- Teaching and Learning of Number Sense in Taiwan
- Der-Ching Yang National Chiayi University
- Abstract
- CHAPTER 17
- Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning
- Ping Yu Nanjing Normal University
- Wenhua Yu
- Yingfang Fu
- Abstract
- CHAPTER 18
- Chinese Mathematical Processing and Mathematical Brain
- Xinlin Zhou and Wei Wei Beijing Normal University
- Chuansheng Chen University of California, Irvine
- Qi Dong Beijing Normal University
- Abstract
- Part V Teaching and Teacher Education
- CHAPTER 19
- Comparing Teachers' Knowledge on Multidigit Division between the united states and China
- Shuhua An California State University, Long Beach
- Song A. An Texas A&M University, College Station
- Abstract
- CHAPTER 20
- Problem Solving in Chinese Mathematics Education
- Research and Practice
- Jinfa Cai and Bikai Nie University of Delaware
- Lijun Ye Hangzhou Normal University
- Abstract
- CHAPTER 21
- Developing a Coding System for Video Analysis of Classroom Interaction
- Yiming Cao Beijing Normal University
- Chen He Beijing Huiwen Middle School
- Liping Ding Shanghai Soong Ching Ling Child Development Research Center
- Abstract
- CHAPTER 22
- Mathematical Discourse in Chinese Classrooms
- An Insider's Perspective
- Ida Ah Chee Mok The University of Hong Kong
- Xinrong Yang and Yan Zhu East China Normal University
- Abstract
- CHAPTER 23
- Reviving Teacher Learning
- Chinese Mathematics Teacher Professional Development in the Context of Educational Reform
- Lynn W. Paine Michigan State University
- Yanping Fang National Institute of Education, Singapore
- Heng Jiang Michigan State University
- Abstract
- CHAPTER 24
- The Status Quo and Prospect of Research on Mathematics Education for Ethnic Minorities in China
- Hengjun Tang Zhejiang Normal University, China
- Aihui Peng Southwest University, China
- Bifen Chen Zhejiang Normal University, China
- Yu Bo, Yanping Huang, and Naiqing Song Southwest University, China
- Abstract
- CHAPTER 25
- Chinese Elementary Teachers' Mathematics Knowledge for Teaching
- Role of Subject Related Training, Mathematic Teaching Experience, and Current Curriculum Study in Shaping Its Quality
- Jian Wang University of Nevada, Las Vegas
- Abstract
- CHAPTER 26
- Why Always Greener on the Other Side?
- The Complexity of Chinese and U.S. Mathematics Education
- Thomas E. Ricks Louisiana State University
- Abstract
- Part VI Technology
- CHAPTER 27
- A Chinese Software SSP for the Teaching and Learning of Mathematics
- Theoretical and Practical Perspectives
- Chunlian Jiang University of Macau, Macau
- Jingzhong Zhang Central China Normal University and Guangzhou University
- Xicheng Peng Central China Normal University
- Abstract
- CHAPTER 28
- E-Learning in Mathematics Education
- Siu Cheung Kong The Hong Kong Institute of Education
- Abstract
- Korea
- CHAPTER 29
- KOREAN RESEARCH IN MATHEMATICS EDUCATION
- Kyeong-Hwa Lee Seoul National University
- Jennifer M. Suh George Mason University
- Rae Young Kim Ewha Womans University
- Bharath Sriraman The University of Montana
- Summative Abstract
- References
- CHAPTER 30
- A REVIEW OF PHILOSOPHICAL STUDIES ON MATHEMATICS EDUCATION
- JinYoung Nam Gyeongin National University of Education
- Abstract
- CHAPTER 31
- MATHEMATICS CURRICULUM
- Kyungmee Park Hongik University
- Abstract
- CHAPTER 32
- Mathematics Textbooks
- JeongSuk Pang Korea National University of Education
- Abstract
- CHAPTER 33
- USING THE HISTORY OF MATHEMATICS TO TEACH AND LEARN MATHEMATICS
- Hyewon Chang Chinju National University of Education
- Abstract
- CHAPTER 34
- Perspectives on Reasoning Instruction in the Mathematics Education
- BoMi Shin Chonnam National University
- Abstract
- CHAPTER 35
- MATHEMATICAL MODELING
- Yeong Ok Chong Kyeongin National University of Education
- Abstract
- CHAPTER 36
- GENDER AND MATHEMATICS
- Eun Jung Lee Seoul National University
- Abstract
- CHAPTER 37
- MATHEMATICS ASSESSMENT
- GwiSoo Na Cheongju National University of Education
- Abstract
- CHAPTER 38
- EXAMINING KEY ISSUES IN RESEARCH ON TEACHER EDUCATION
- Gooyeon Kim Sogang University
- Abstract
- CHAPTER 39
- TRENDS IN THE RESEARCH on Korean TEACHERS' BELIEFS ABOUT MATHEMATICS EDUCATION
- Dong-Hwan Lee Korea Foundation for the Advancement of Science & Creativity
- Abstract
- Singapore
- CHAPTER 40
- A Review of Mathematical Problem-Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011)
- What's Done and What More Can be Done
- Chan Chun Ming Eric National Institute of Education, Nanyang Technological University, Singapore
- Abstract
- Figure 41. 1. Singapore mathematics curriculum framework (Ministry of Education, 2006a, 2006b).
- CHAPTER 41
- Research on Singapore Mathematics Curriculum and Textbooks
- Searching for Reasons Behind Students' Outstanding Performance
- Yan Zhu East China Normal University, China
- Lianghuo Fan University of Southampton, UK
- Extended Abstract
- References
- CHAPTER 42
- Teachers' Assessment Literacy and Student Learning in Singapore Mathematics Classrooms
- Kim Hong Koh Nanyang Technological University, Singapore
- Abstract
- CHAPTER 43
- A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method
- Swee Fong Ng National Institute of Education, Nanyang Technological University, Singapore
- Abstract
- References
- CHAPTER 44
- A Multidimensional Approach to Understanding in Mathematics Among Grade 8 Students in Singapore
- Boey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur National Institute of Education, Nanyang Technological University, Singapore
- extended Abstract
- 1. To what extent does the mathematics achievement of grade 8 students in Singapore, who participated in TIMSS 2007, vary across the multiple dimensions of understanding in mathematics, namely skills, properties, uses, and representations?
- 2. How well do student-level and school-level factors predict grade 8 students' multi-dimensional mathematical knowledge-skills, properties, uses, and representations-in Singapore?
- References
- Malaysia
- CHAPTER 45
- Mathematics Education Research in Malaysia
- An Overview
- Chap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew
- Abstract
- CHAPTER 46
- Research Studies in the Learning and Understanding of Mathematics
- A Malaysian Context
- Parmjit Singh and Sian Hoon Teoh
- Abstract
- CHAPTER 47
- Numeracy Studies in Malaysia
- Munirah Ghazali and Abdul Razak Othman
- Abstract
- CHAPTER 48
- Malaysian Research in Geometry
- Cheng Meng Chew
- Abstract
- CHAPTER 49
- Research in Mathematical Thinking in Malaysia
- Some Issues and Suggestions
- Shafia Abdul Rahman
- Abstract
- CHAPTER 50
- Studies About Values in Mathematics Teaching and Learning in Malaysia
- Sharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah
- Abstract
- CHAPTER 51
- Transformation of School Mathematics Assessment
- Tee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau
- Abstract
- CHAPTER 52
- Mathematics Incorporating Graphics Calculator Technology in Malaysia
- Liew Kee Kor
- Abstract
- CHAPTER 53
- Mathematics Teacher Professional Development in Malaysia
- Chin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah
- Abstract
- Japan
- CHAPTER 54
- Mathematics Education Research in Japan
- An Introduction
- Yoshinori Shimizu University of Tsukuba
- Summative Abstract
- CHAPTER 55
- A Historical Perspective on Mathematics Education Research in Japan
- Naomichi Makinae University of Tsukuba
- Extended Abstract
- References
- CHAPTER 56
- The Development of Mathematics Education as a Research Field in Japan
- Yasuhiro Sekiguchi Yamaguchi University
- Extended Abstract
- CHAPTER 57
- Research on Proportional Reasoning in Japanese Context
- Keiko Hino Utsunomiya University
- Extended Abstract
- References
- CHAPTER 58
- JAPANESE STUDENT'S UNDERSTANDING OF SCHOOL ALGEBRA
- Toshiakira Fujii Tokyo Gakugei University
- Extended Abstract
- References
- CHAPTER 59
- Proving as an Explorative Activity in Mathematics Education
- Mikio Miyazaki Shinshu University
- Taro Fujita University of Plymouth
- Extended Abstract
- REFERENCES
- CHAPTER 60
- Developments in Research on Mathematical Problem Solving in Japan
- Kazuhiko Nunokawa Joetsu University of Education
- Extended Abstract
- References
- CHAPTER 61
- Research on Teaching and Learning Mathematics With information and communication technology
- Yasuyuki Iijima Aich University of Education
- Extended Abstract
- CHAPTER 62
- "Inner Teacher"
- The Role of Metacognition in Learning Mathematics and Its Implication to Improving Classroom Practice
- Keiichi Shigematsu Nara University of Education
- Extended Abstract
- References
- CHAPTER 63
- Cross-cultural Studies on Mathematics Classroom Practices
- Yoshinori Shimizu University of Tsukuba
- Extended Abstract
- References
- CHAPTER 64
- Systematic Support of Life-Long Professional Development for Teachers Through Lesson Study
- Akihiko Takahashi DePaul University
- Extended Abstract
- References
- India
- CHAPTER 65
- Evolving Concerns Around Mathematics as a School Discipline
- Curricular Vision, Classroom Practice and the National Curriculum Framework (2005)
- Farida Abdulla Khan Jamia Millia Islamia, New Delhi
- Extended Abstract
- References
- CHAPTER 66
- Curriculum Development in Primary Mathematics
- The School Mathematics Project
- Amitabha Mukherjee University of Delhi
- Vijaya S. Varma Ambedkar University, Delhi
- Extended Abstract
- References
- CHAPTER 67
- Intervening for Number Sense in Primary Mathematics
- Usha Menon Jodo Gyan, Delhi
- Extended Abstract
- Empty Number Line
- ENL With or Without the Bead String
- Supporting Ordinal/Cardinal Switch
- Glimpses From the Classroom
- 1. Sohail is reading a book of 92 pages. He has read 85 pages. How many pages does he need to read to complete the book?
- 1. At the Sultanpur National park there were 74 white storks in the beginning of February. As it started getting hot they started leaving the park. 13 white storks left the park in the beginning of March and 22 left at the end of March. How many whit...
- Interacting With the School Community
- Conclusion
- References
- Figure 67. 1. Counting by the position.
- CHAPTER 68
- Some ethical concerns in designing Upper Primary Mathematics curriculum
- A report From the Field
- Jayasree Subramanian and Sunil Verma Eklavya, Madhya Pradesh
- Mohd. Umar ICICI Foundation for Inclusive Growth, Rajasthan
- Extended Abstract
- Curriculum Development in Upper Primary Mathematics
- Curricular Explorations and Marginalized Children
- Implication and Suggestion for Future Work
- References
- CHAPTER 69
- Students' Understanding of Algebra and Curriculum Reform
- Rakhi Banerjee Ambedkar University, Delhi
- Extended Abstract
- Studies on Algebra Learning
- Implications and Suggestions for Future Research
- References
- CHAPTER 70
- Professional Development of In-Service Mathematics Teachers in India
- Ruchi S. Kumar, K. Subramaniam, and Shweta Naik Homi Bhabha Centre for Science Education (TIFR), Mumbai
- Extended Abstract
- References
- Table 71.1.
- CHAPTER 71
- Insights Into Students' Errors Based on Data From Large-Scale Assessments
- Aaloka Kanhere Homi Bhabha Centre for Science Education (TIFR), Mumbai
- Anupriya Gupta and Maulik Shah Educational Initiatives Pvt. Ltd, India
- Extended Abstract
- Examples of Errors and Underlying Student Thinking
- An Incorrect Notion About "Area"
- Prevalence of Students' Errors Across Classes
- Future Research Implications
- NOTES
- References
- Figure 71. 1. Class 7, Question 1.
- Figure 71. 2. This data for the question in Figure 71.1 is of Class 7 students from various English-medium private schools across India.
- Figure 71. 3
- Question 2
- This data is of students from various English-medium private schools across India.
- Figure 71. 4.
- Question 3
- This data is of students from various English-medium private schools across India.
- CHAPTER 72
- Assessment of Mathematical Learning
- Issues and Challenges
- Shailesh Shirali Rishi Valley Education Centre, Andhra Pradesh
- Extended Abstract
- Challenges Posed by Educational Assessment in India
- (a) The culture and mindset of the teacher community
- (b) The style and approach followed by the textbooks
- (c) The culture of the examination system
- (d) The curriculum itself.
- Assessment Studies Carried Out in India- A Survey of the Existing Literature
- Study of the Approaches Followed by Examination Boards in India
- 1. Competitive examinations, IIT-JEE and AIEEE: Differential and integral calculus, Coordinate geometry, Limits, Combinatorics
- Implications and Suggestions for Future Research on Assessment
- 1. Empirical studies on diagnostic and normative assessment. In the mainstream of the country, there is low awareness of the potential of diagnostic assessment. We need to take steps which will demonstrate its potential and thus bring it into the mai...
- 2. Scope and effects of computerized testing, and the possibility it holds for diagnosing and identifying gaps in understanding. Included here would be the matter of gender bias involved in multiple choice testing. Also, whether students with difficu...
- 3. Scope of investigative projects, and more generally of open-ended work. What would be a fair way of assessing such work? How can concerns for integrity be addressed? (Integrity of assessment is currently a problem of major dimensions in India. The...
- 4. Effects on conceptual understanding, originality and creativity in mathematics as a result of high intensity examination coaching during the formative school years. (This includes coaching for the competitive examinations which we mentioned above.)
- 5. Incidence of dyscalculia in urban and rural India and how high stakes examinations affect those with such difficulties.
- 6. Effects on mathematical abilities brought about by the use of calculators in school, including graphics calculators.
- 7. The interplay between teacher training, teacher attitudes, and patterns of assessment.
- References
- CHAPTER 73
- Technology and Mathematics Education
- Issues and Challenges
- Jonaki B. Ghosh Lady Shri Ram College for Women, University of Delhi
- Extended Abstract
- Challenges of School Mathematics Education in India.
- Transaction of Curriculum
- Inappropriate Assessment
- Teacher preparation
- Goals of Mathematics Education
- (a) Enables students to learn mathematics for logical thinking, representation, analysis and communication.
- (b) Emphasizes the relevance of mathematics in solving real life problems.
- (c) Motivates teachers to facilitate student's learning using a variety of methods and pedagogical techniques.
- Role of Technology in Mathematics Learning
- (i) Doing Mathematics
- (ii) Understanding of the Teaching and of Mathematics
- (iii) Mathematics Curricula and Teacher Training
- Challenges in Implementing Technology in the Indian Context
- The Laboratory Approach of Teaching Mathematics
- 1. Highlights some known concept based on a well known mathematical theory.
- 2. Sheds new light on some aspect of the topic being studied.
- 3. Leads to some original discovery on the part of the student.
- 4. Focuses on some interesting application of mathematics to a real life problem.
- 1. Visualization and exploration of concepts using various technological tools.
- 2. Simulation of problems in probability using spreadsheets.
- 3. Investigatory projects based on mathematical modelling and applications of topics taught in the curriculum.
- References
- CHAPTER 74
- Mathematics Education in Precolonial and Colonial South India
- Senthil Babu D. Department of Indology, French Institute of Pondicherry
- Extended Abstract
- Mathematics Education in Precolonial South India
- (a) The accounts or revenue manuscripts, which use different systems of measures and accounting procedures
- (b) The numeracy primers or the Ecuvats, which include the Ponnilakkam, Nellilakkam, Ecuvat and Kulimattu
- (c) Mathematical treatises or the kaakkatikaram manuscripts, which involve a systematic exposition of mathematical engagement, beyond the elementary level.
- (a) history of arithmetic practice in the non-institutional context
- (b) history of elementary schooling institutions called the tiai schools
- (c) history of these texts in relation to these institutions
- 1. They are dependent on memory as a way of learning rather than as an aid or a skill. This is evident in the extensive system of mnemonics that are not only the constitutive elements of the structure of Ecuvats but often these mnemonics themselves a...
- 2. Such quantities are typically structured as sequences, with addition applied iteratively. These sequences are to be memorized and are marked by the strong presence of mnemonics, which is both a pedagogic mode and an organizing basis.
- 3. In memory as a mode of learning, memorization, internalization and recollection - will all have to happen in a continuum.
- 4. But how do you pedagogically accomplish this? By loud recital, reciting after the teacher or the monitor, writing while reciting loudly and through externalized representations as objects.
- 5. In such a memory mode of learning, writing in particular notations helps the process of visualization that in turn aids associative memory, which is crucial in arithmetic operations. Also, notation and number name together contribute to numeracy.
- 6. The arithmetic operations are encountered and learned in strong associative relationships and the training aims at associating quantities in relation to each other as one encounters them in the first place. For example, in the number ma-kai (1/2...
- 7. It is tempting to think of the absence of explicit engagement with transformation and concomitant representations as a mathematical lack. Especially since there are usually no names given to the concepts, nor clear distinctions between processes a...
- 8. Language learning and number learning go together since the fixed quantities like kani, ma are semantically loaded in the arithmetic context and the learning of such concepts is not divorced from the ordinary day to day use of language of the pe...
- References
- CHAPTER 75
- Representations of Numbers in the Indian Mathematical Tradition of Combinatorial Problems
- Raja Sridharan and K. Subramaniam Tata Institute of Fundamental Research, Mumbai
- References
- Back Cover
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