In this study, we aim to examine and discuss approaches and practices in developing mathematics textbooks in China, with a special focus on the development of secondary school mathematics textbook in the context of recent school mathematics reform. Textbook development in China has its own history. This study reveals some common practices and approaches developed and used in selecting, presenting and organizing content in mathematics textbooks over the years. With the recent curriculum reform taking place in China, we also discuss some new developments in compiling and publishing high school mathematics textbooks. Implications obtained from Chinese practices in textbook development are then discussed in a broad context.

Purpose The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.

Absfract:The cooperation mode based on fractal-agent of the networked cooperative manufacturing system is introduced. According to the task executing principle ofthe fractal-agent, the dynamic task is hound to the corresponding dynamic role. It leads to raise the fractal-agent based web access control approach, security policy and the relating access control matrix. Furthermore, the approach is carried out to enable the secure access, administration and control of the cooperative manufacturing system. The experimental resultsshow that the research can meet the requirement ofthe web access security ofthe enterprise cooperative manufacturing system.