Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE o...Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE on English mathematics education.Certain positive impacts on mathematics teaching in England were found,especially regarding the formation of new knowledge concepts,the sharing of teachers’professional knowledge and the generation of practical knowledge.Furthermore,as a platform for two-way communication and cooperation between the two countries in teaching resources,the MTE program has proven to be an innovative way for the sharing of educational resources.Moreover,as the program improves and develops,its impacts on mathematics education in Western countries and beyond will continue to grow.展开更多
Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of na...Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of national mathematics curricula,organization of mathematics teaching,and evaluation objectives and methods due to different educational and learningcultures.China has made great achievements in mathematics education and student academic performance but has much to learn from England.展开更多
Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory t...Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.展开更多
文摘Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE on English mathematics education.Certain positive impacts on mathematics teaching in England were found,especially regarding the formation of new knowledge concepts,the sharing of teachers’professional knowledge and the generation of practical knowledge.Furthermore,as a platform for two-way communication and cooperation between the two countries in teaching resources,the MTE program has proven to be an innovative way for the sharing of educational resources.Moreover,as the program improves and develops,its impacts on mathematics education in Western countries and beyond will continue to grow.
文摘Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of national mathematics curricula,organization of mathematics teaching,and evaluation objectives and methods due to different educational and learningcultures.China has made great achievements in mathematics education and student academic performance but has much to learn from England.
基金supported by the Interdisciplinary Research Foundation for Doctoral Candidates of Beijing Normal University(BNUXKJC2401),awarded to Siyu Zuo.
文摘Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.
