File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Book Chapter: Chinese teachers' mathematics beliefs in the context of curriculum reform

TitleChinese teachers' mathematics beliefs in the context of curriculum reform
Authors
KeywordsChinese curriculum reform
Chinese mathematics teachers
Teachers' mathematics belief
Issue Date2015
PublisherWorld Scientific
Citation
Chinese teachers' mathematics beliefs in the context of curriculum reform. In Fan, L ... (et al.) (Eds.), How Chinese teach mathematics: Perspectives from insiders, p. 529-566. Singapore ; Hackensack, NJ: World Scientific, 2015 How to Cite?
AbstractThis chapter reports case studies of three Chinese teachers' mathematics beliefs, espoused as well as enacted, in the context of a constructivism-oriented curriculum reform. Ernest's and Kuhs and Ball's theoretical frameworks of mathematics beliefs were used to guide the design of the instruments and subsequent characterization of the teachers' mathematics beliefs. Semi-structured interview and videotaped classroom observation were used to collect the data. The interview transcripts were analysed through content analysis, and the classroom videos were examined according to a scheme covering three dimensions: mathematical tasks, learning environment and classroom discourse. Based on the data analysis, it was found that among the three teachers, two teachers' mathematics beliefs were quite traditional, but the third teacher's beliefs were reform-oriented or constructivist. Discussions of findings and implications are presented at the end of this chapter. Read More: http://www.worldscientific.com/doi/abs/10.1142/9789814415828_0017
Persistent Identifierhttp://hdl.handle.net/10722/220681
ISBN

 

DC FieldValueLanguage
dc.contributor.authorChen, Q-
dc.contributor.authorLeung, FKS-
dc.date.accessioned2015-10-16T06:49:30Z-
dc.date.available2015-10-16T06:49:30Z-
dc.date.issued2015-
dc.identifier.citationChinese teachers' mathematics beliefs in the context of curriculum reform. In Fan, L ... (et al.) (Eds.), How Chinese teach mathematics: Perspectives from insiders, p. 529-566. Singapore ; Hackensack, NJ: World Scientific, 2015-
dc.identifier.isbn9789814415811-
dc.identifier.urihttp://hdl.handle.net/10722/220681-
dc.description.abstractThis chapter reports case studies of three Chinese teachers' mathematics beliefs, espoused as well as enacted, in the context of a constructivism-oriented curriculum reform. Ernest's and Kuhs and Ball's theoretical frameworks of mathematics beliefs were used to guide the design of the instruments and subsequent characterization of the teachers' mathematics beliefs. Semi-structured interview and videotaped classroom observation were used to collect the data. The interview transcripts were analysed through content analysis, and the classroom videos were examined according to a scheme covering three dimensions: mathematical tasks, learning environment and classroom discourse. Based on the data analysis, it was found that among the three teachers, two teachers' mathematics beliefs were quite traditional, but the third teacher's beliefs were reform-oriented or constructivist. Discussions of findings and implications are presented at the end of this chapter. Read More: http://www.worldscientific.com/doi/abs/10.1142/9789814415828_0017-
dc.languageeng-
dc.publisherWorld Scientific-
dc.relation.ispartofHow Chinese teach mathematics: Perspectives from insiders-
dc.subjectChinese curriculum reform-
dc.subjectChinese mathematics teachers-
dc.subjectTeachers' mathematics belief-
dc.titleChinese teachers' mathematics beliefs in the context of curriculum reform-
dc.typeBook_Chapter-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLeung, FKS=rp00924-
dc.identifier.doi10.1142/9789814415828_0017-
dc.identifier.hkuros255586-
dc.identifier.volume6-
dc.identifier.spage529-
dc.identifier.epage566-
dc.publisher.placeSingapore ; Hackensack, NJ-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats