2022
DOI: 10.1007/s11858-022-01385-z
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Mathematics learning in Chinese contexts

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Cited by 9 publications
(13 citation statements)
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“…Lastly, the two different factors from teacher and student data, that is, cognitive activation and classroom discourse, that were found to be significant in predicting student mathematics learning outcome is interesting since both factors point to the active learning category, suggesting that teaching practices that orient towards fostering higher order critical thinking skills to activate profound cognitive process and encouraging meaningful, relevant classroom discussions in mathematics classrooms are important in helping students achieve better learning results. These valuable quality instructional practices are endorsed by the researchers and policy makers in both the East Asian and US contexts (Cai & Ding, 2017;Carpenter et al, 1996;Ding et al, 2022;Fennema et al, 1996;Leung, 2001;Leung & Li, 2010), and should be promoted in all mathematics classrooms. 7 Limitations, implications, and future directions Before discussing the implications of the results, we would like to note two limitations of this study.…”
Section: Discussionmentioning
confidence: 99%
“…Lastly, the two different factors from teacher and student data, that is, cognitive activation and classroom discourse, that were found to be significant in predicting student mathematics learning outcome is interesting since both factors point to the active learning category, suggesting that teaching practices that orient towards fostering higher order critical thinking skills to activate profound cognitive process and encouraging meaningful, relevant classroom discussions in mathematics classrooms are important in helping students achieve better learning results. These valuable quality instructional practices are endorsed by the researchers and policy makers in both the East Asian and US contexts (Cai & Ding, 2017;Carpenter et al, 1996;Ding et al, 2022;Fennema et al, 1996;Leung, 2001;Leung & Li, 2010), and should be promoted in all mathematics classrooms. 7 Limitations, implications, and future directions Before discussing the implications of the results, we would like to note two limitations of this study.…”
Section: Discussionmentioning
confidence: 99%
“…Mathematics teaching and learning in China and the US Cultural differences in mathematics teaching and learning between China and the US are well-documented (An et al, 2004;Cai and Wang, 2010). Research revealed distinct features in Chinese mathematics instruction, such as developing mathematical reasoning and conceptual understanding through variation problem-solving (Ding et al, 2022;. US mathematics instruction exhibited alternative approaches that typically emphasized procedural and low complexity problems while focusing on student understanding with concrete examples (Jacobs et al, 2006;Cai and Wang, 2010).…”
Section: Cross-cultural Lesson Study and Teacher Learningmentioning
confidence: 99%
“…Some students seem to study hard, but their grades fall short of expectations. In China, good grades are important for students to gain recognition from adults and to keep good relationships with their parents (Ding et al, 2022;Pan & Zaff, 2017). The examination-oriented education may depress students' intrinsic learning motivation, which also seems to answer the question of why Chinese students have proficient numeracy skills but not lead in solving open-ended complex problems (H. Cai et al, 2017;J.…”
Section: Conclusion and Research Implicationsmentioning
confidence: 99%
“…Wang & Lin, 2005), despite improvement in recent years (J. Cai et al, 2020;Ding et al, 2022). According to a survey conducted by H. Cai et al (2017), Shanghai students' problem-solving and critical thinking skills are weak.…”
Section: Introductionmentioning
confidence: 99%
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