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Book Chapter: Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective

TitleMathematical Discourse in Chinese Classrooms: An Insider’s Perspective
Authors
Issue Date2014
PublisherInformation Age Publishing
Citation
Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective. In Sriraman, B ... (et al) (Eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India. Charlotte, United States: Information Age Publishing, 2014 How to Cite?
AbstractWe attempt to investigate what mathematical discourse in Chinese classrooms may be like via a review on existing literature. Firstly, we seek a definition for mathematical discourse based on literature. A differentiation between discourse and mathematical discourse will be made. Secondly, we present a summary of studies on mathematical discourse in Chinese classrooms. The literature review will be structured around 1) Chinese mathematics lesson structure; 2) patterns of interactions in Chinese mathematics classrooms; and 3) instructional styles. The emerging features include the I-R-F, funnel and focusing patterns, the teaching-leading, coherence and mathematical formality.
Persistent Identifierhttp://hdl.handle.net/10722/208329
ISBN
Series/Report no.International Sourcebooks in Mathematics and Science Education

 

DC FieldValueLanguage
dc.contributor.authorMok, IAC-
dc.contributor.authorYang, X-
dc.contributor.authorZhu, Y-
dc.date.accessioned2015-02-23T08:24:37Z-
dc.date.available2015-02-23T08:24:37Z-
dc.date.issued2014-
dc.identifier.citationMathematical Discourse in Chinese Classrooms: An Insider’s Perspective. In Sriraman, B ... (et al) (Eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India. Charlotte, United States: Information Age Publishing, 2014-
dc.identifier.isbn9781623960285-
dc.identifier.urihttp://hdl.handle.net/10722/208329-
dc.description.abstractWe attempt to investigate what mathematical discourse in Chinese classrooms may be like via a review on existing literature. Firstly, we seek a definition for mathematical discourse based on literature. A differentiation between discourse and mathematical discourse will be made. Secondly, we present a summary of studies on mathematical discourse in Chinese classrooms. The literature review will be structured around 1) Chinese mathematics lesson structure; 2) patterns of interactions in Chinese mathematics classrooms; and 3) instructional styles. The emerging features include the I-R-F, funnel and focusing patterns, the teaching-leading, coherence and mathematical formality.-
dc.languageeng-
dc.publisherInformation Age Publishing-
dc.relation.ispartofThe First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India-
dc.relation.ispartofseriesInternational Sourcebooks in Mathematics and Science Education-
dc.titleMathematical Discourse in Chinese Classrooms: An Insider’s Perspective-
dc.typeBook_Chapter-
dc.identifier.emailMok, IAC: iacmok@hku.hk-
dc.identifier.authorityMok, IAC=rp00939-
dc.identifier.hkuros242393-
dc.publisher.placeCharlotte, United States-

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