Characteristics of teaching and learning single-digit whole number multiplication in china: the case of the nine-times table

Shu, Zhang; Cao, Yiming; Wang, Lidong; Li, Xinlian

doi:10.1007/s11858-018-01014-8

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…School textbooks and corresponding instructor materials are developed within the standard’s framework and are considered the main teaching guidelines. For example, mathematics textbooks published by People’s Education Press are used in approximately 70% to 80% of mainland China (Zhang et al, 2019 ). For most Chinese mathematics teachers, the curriculum standard, school textbooks, and teacher materials are the main resources for normal classroom teaching (Cao & Wu, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Cao

Shu

Chan

et al. 2021

Asia Pacific Educ. Rev.

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This study investigated how teachers in China perceived the effects of online instruction on mathematics learning and examined the challenges they encountered when the country shifted to online instruction during the COVID-19 pandemic. We interviewed 152 mathematics teachers from 20 cities (municipalities) or provinces in China and adopted the four-component didactic tetrahedron model (teacher, technology, student, and mathematics) to identify their struggles with technology, teacher–student interactions, and delivery of mathematics instruction. Results showed that the teachers believed that the effectiveness of online teaching largely depends on student self-discipline. Analysis suggested a need to expand technology use during instruction, reshape the way teachers interact with students, and reorganize teaching methods in face-to-face classroom instruction. This research provided insights into integrating technology with instructional practice, the critical role of teachers in online learning, and other factors that may determine the effectiveness of online teaching.

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Section: Discussionmentioning

confidence: 99%

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Cao

Shu

Chan

et al. 2021

Asia Pacific Educ. Rev.

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“…The parents' career background also indicates a different way of thinking in solving problems because it is related to social and economic status (Fonger et al, 2020). The age of the participants was chosen in the range of 11-13 years as an appropriate time to recognize the concept of integers in various contexts (Dröse & Prediger, 2020;Stephan & Akyuz, 2012;Sun, 2018;Zhang et al, 2019). Subjects come from low-income parents with a homogeneous coastal cultural background who work as fishermen, drivers, salt farmers, rice farmers and retailer.…”

Section: Participantmentioning

confidence: 99%

“…As a result, students lose the opportunity to use arithmetic skills better. Arithmetic learning is very important for students because it is applied in daily activities and becomes the core in basic mathematics (Zhang et al, 2019). Especially in integer arithmetic operations, students experience difficulty in representing negative integers and difficulty using integer operating procedures in problem solving.…”

Section: Introductionmentioning

confidence: 99%

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

Nur

Kartono

Zaenuri

et al. 2022

Participatory Educational Research

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The integer is a basic concept in studying arithmetic and algebra. However, students still frequently experience misconceptions, especially in negative integer, count operations. Traditional games are activities that are often carried out by students in coastal areas so that they are relevant to be used as a tool to construct learning trajectories in solving integer word problems. The aim of this study is to produce a learning trajectory that can be used to solve integer word problems using traditional games. This study used a design-based research. Participants in this study were five grade sixth elementary school students. There are 6 sub-topics studied, i.e., the concept of negative integers, sequence integers, addition and subtraction operations, division and multiplication operations, mixed count operations, and solving problems related to integers. The results of this study obtained student learning trajectories for each sub-topic including the free play, collecting data from the game results, making mathematical relationships, building concepts, and applying them to various problems. Students are able to do problem-solving based on the sequence of tasks but require intervention so they can apply it to other situations without engaging in activities. Further research is required for more in-depth exploration on thinking process, instruction types, and behaviours that students might display independently without using traditional games in solving integer word problems.

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“…Since this group's activities provide theoretical learning of curriculum principles and the standard, an important shared goal of informal interactions among teachers is to enhance understanding after formal learning has occurred. Because China has one uniform curriculum standard for all schools, and student assessments are based on this standard, teachers must be transparent about its requirements and what should be taught, so consistency is maintained between the standard and their teaching (Zhang et al, 2019).…”

Section: Shared Goals Guide the Content Of Informal Interactionsmentioning

confidence: 99%

Toward Sustainable Professional Development: An Investigation of Informal Interactions Among Chinese Mathematics Teachers

2021

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It is difficult for teachers to achieve sustainable professional development without support from other teachers. Many researchers have stated that teachers regard informal interactions in daily practice as crucial to learning from one another. In this paper, we present a study in which we investigated informal interactions between Chinese middle school mathematics teachers. Three dimensions of their interactions were identified through an analysis of semi-structured interviews. The data revealed how teachers initiate informal interactions based on shared goals, how they meet expectations of the dual roles of teaching and educational research, and how they perceive the effects of informal interactions on their teaching practices. These results contribute to a better understanding of the process of informal interactions from individual teacher perspectives. In this paper, we also discuss further implications for enhancing sustainable professional teacher development with daily practices.

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Characteristics of teaching and learning single-digit whole number multiplication in china: the case of the nine-times table

Cited by 8 publications

References 16 publications

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

Toward Sustainable Professional Development: An Investigation of Informal Interactions Among Chinese Mathematics Teachers

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