@article {MATHEDUC.06149889,
    author       = {Huang, Xingfeng and Li, Shiqi and An, Shuhua},
    title        = {Understanding of teaching strategies on quadratic functions in Chinese mathematics classrooms.},
    year         = {2012},
    journal      = {Journal of the Korean Society of Mathematical Education, Series D. Research in Mathematical Education},
    volume       = {16},
    number       = {3},
    issn         = {1226-6191},
    pages        = {177-194},
    publisher    = {Korean Society of Mathematical Education, Seoul},
    abstract     = {Summary: What strategies are used to help students to understand quadratic functions in mathematics classroom? In specific, how do Chinese teachers highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher was observed in classroom. It was found that when students started learning a new type of quadratic functions, the teacher used two different teaching strategies for their learning: (1) eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) presenting a specific mathematical problem, or introducing the conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.},
    msc2010      = {I23xx},
    identifier   = {2013b.00689},
}