id: 06367081
dt: a
an: 2014f.00234
au: Yang, Yudong
ti: How classroom instruction was improved in a teaching research group: a case
study from Shanghai.
so: Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple
approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk;
978-3-319-04993-9/ebook). Advances in Mathematics Education, 355-381
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: C70 D40
ut: case study; mathematical lessons; Pythagorean’ theorem; mathematical
tasks; teaching research activities
ci: ME 1998f.03986; ME 2000e.03200
li: doi:10.1007/978-3-319-04993-9_20
ab: Summary: In mainland China, a school-based teaching research system has
been in place since 1952, and a teaching research group exists in every
school. In this paper, three of the teacher’s lessons and the changes
in each lesson are described, which might show how the lessons were
continuously developed in the teaching research group. The mathematical
tasks framework, the task analysis guide, and the factors associated
with the maintenance and decline of high-level cognitive demands
developed in the “Quantitative understanding: amplifying student
achievement and reasoning" project [{\it M. K. Stein} and {\it M. S.
Smith}, Math. Teach. Middle Sch. 3, No. 4, 268‒275 (1998; ME
1998f.03986); {\it M. K. Stein} et al., Implementing standards-based
mathematics instruction. A casebook for professional development. New
York, NY: Teachers College Press (2000; ME 2000e.03200)] were employed
in this study. Based on the mathematical task analysis, the changes in
three lessons were described, and the author provided a snapshot for
understanding how a Chinese teacher gradually improved his/her lessons
in the TRG’s activities.
rv: