
06367062
a
2014f.00316
Li, Yeping
Silver, Edward A.
Li, Shiqi
Transforming mathematics instruction: what do we know and what can we learn from multiple approaches and practices?
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 9783319049922/hbk; 9783319049939/ebook). Advances in Mathematics Education, 112 (2014).
2014
Cham: Springer
EN
D20
cultural context
curriculum changes
education system
instructional transformation
international perspective
mathematics instruction
mathematics teacher education
doi:10.1007/9783319049939_1
Summary: Mathematics classroom instruction, often seen as a key contributing factor to students' learning, has remained virtually unchanged for the past several decades. Efforts to improve the quality of mathematics education have led to multiple approaches and research that target different contributing factors but lack a systematic account of diverse approaches and practices for improving mathematics instruction. This book is thus designed to survey, synthesize, and extend current research on specific approaches and practices that are developed and used in different education systems for transforming mathematics instruction. In this introduction chapter, we highlight the background of this book project, its purposes, and what can be learned from reading this book.