Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining

In this study, we investigated the extent of knowledge in mathematics and pedagogy that Chinese practicing elementary mathematics teachers have and what changes teaching experience may bring to their knowledge. With a sample of 18 mathematics teachers from two elementary schools, we focused on both practicing teachers' beliefs and perceptions about their own knowledge in mathematics and pedagogy and the extent of their knowledge on the topic of fraction division. The results revealed a gap between these teachers' limited knowledge about the curriculum they teach and their solid mathematics knowledge for teaching, as an example, fraction division. Moreover, senior teachers used more diverse strategies that are concrete in nature than junior teachers in providing procedural justifications. The results suggested that Chinese practicing teachers benefit from teaching and inservice professional development for the improvement of their mathematics knowledge for teaching but not their knowledge about mathematics curriculum.

Section: Conclusion Limitations and Future Directionsmentioning

confidence: 69%

Chinese elementary mathematics teachers’ knowledge in mathematics and pedagogy for teaching: the case of fraction division

Huang

2008

“…Once again, some of this learning appears to have been non-specific, such as Peng's (2007) report that teachers had gained an expanded knowledge of mathematical topics and their teaching of these topics.…”

Section: Teachers' Knowledge and Thinkingmentioning

confidence: 99%

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti

Cusi

Clark-Wilson

et al. 2016

100

“…While instructional design is provided in a written form, lesson explaining contest is commonly carried out as on-site oral explanation. Initiated about 20 years ago, lesson explaining was formally developed out of teacher group analysis of textbooks in China (Peng, 2007). It has since developed into a popular professional activity for Chinese teachers to explain important features of their classroom instruction and their thinking behind, which otherwise may be unclear to others.…”

Section: General Description Of Teaching Contestsmentioning

confidence: 99%

Mathematics classroom instruction excellence through the platform of teaching contests

2009

In this study, we aimed to examine features of mathematics classroom instruction excellence identified and valued through teaching contests in the Chinese mainland. By taking a case study approach, we focused on a prize-winning lesson as an exemplary lesson that was awarded the top prize in teaching contests at both the district and the city level. The analyses of the exemplary lesson itself revealed important features on the lesson's content treatment, students' engagement, and the use of multiple methods to facilitate students' learning. These features are consistent with what the contest evaluation committees valued and what seven other mathematics expert teachers focused in their comments. The Chinese teaching culture in identifying and promoting classroom instruction excellence is then discussed in a broader context.