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Improving mathematics classroom instruction through exemplary lesson development: a Chinese approach. (English)
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, 231-252 (2014).
Summary: In this chapter, we aim to examine a popular approach to improving mathematics classroom instruction through exemplary lesson development in China. Features of a content-focused exemplary lesson are analyzed in detail, and a practicing teacher’s experience participating in the development of the exemplary lesson is also examined. The case study suggests that pursuing instruction excellence is a process of negotiating culturally valued teaching traditions and reform-oriented notions. The process of developing an exemplary lesson is of the features of deliberate practice, and the product of developing exemplary lesson forms a type of high-leverage practice. Finally, the implications of developing exemplary lessons for improving mathematics classroom instruction in China are discussed.
Classification: D40 D30 D20
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