A large-scale video survey on Taiwanese fourth-grade classrooms of mathematical teaching behaviors. (English)

Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 373-407 (2015).

Summary: This study is to investigate the fourth grade teachers’ mathematics teaching behaviors in Taiwan. A large scale of two-staged stratified cluster sampling of fourth-grade math teacher teaching in the whole Taiwan was conducted. Video survey was applied, and the videos were taped within one semester. Usually, it took one day to tape one teacher’s instruction in one school; altogether, 60 teachers’ instructions in the participating schools were recorded. Instructional videos were recorded and digitized, coded and analyzed. The results showed that in the fourth-grade mathematics classroom teaching, concept statements, problem statements and solving questions each took about 30\%, 20\% and 50\% of the time, respectively. In Content strand, the mathematics problems teachers taught were mostly of low complexity and repetition problems. In Mathematical ability, stating concepts and using procedures were the majority. In Mathematical power, connections with real-life were the majority.