Book review. Windows on mathematics education research in mainland China: a thematic review
Book review. Windows on mathematics education research in mainland China: a thematic review
This thematic review examines three recent books that provide insight into the practice of mathematics education research in mainland China. Across the various research studies reported in these books, there is a clear focus on both the design of the mathematics curriculum and on forms of mathematics pedagogy. Curriculum change is clearly a major concern, as is, in terms of pedagogy, what is entailed by the “two basics” and the idiom that “practice makes perfect”. Developing pedagogy is also a key concern, with reports of studies of experiments in teaching probability, in using different mathematical representations, and in teaching using “real-life” problems. Sensitivity to local cultures is also evident, with a consideration of urban and rural settings, and of regional settings such as major cities like Shanghai and regions like Tibet. Together, this set of books provides unparalleled insights into the concerns of mathematics educators in mainland China. As such, the books are an invaluable resource, not only as a window on mathematics educators in mainland China but also, crucially, as a mirror in which to reflect on approaches and concerns in other countries around the world.
teaching, learning, pedagogy, curriculum, mathematics, mathematical, theory, understanding, China
107-113
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
March 2008
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2008)
Book review. Windows on mathematics education research in mainland China: a thematic review.
Research in Mathematics Education, 10 (1), .
(doi:10.1080/14794800801917141).
Abstract
This thematic review examines three recent books that provide insight into the practice of mathematics education research in mainland China. Across the various research studies reported in these books, there is a clear focus on both the design of the mathematics curriculum and on forms of mathematics pedagogy. Curriculum change is clearly a major concern, as is, in terms of pedagogy, what is entailed by the “two basics” and the idiom that “practice makes perfect”. Developing pedagogy is also a key concern, with reports of studies of experiments in teaching probability, in using different mathematical representations, and in teaching using “real-life” problems. Sensitivity to local cultures is also evident, with a consideration of urban and rural settings, and of regional settings such as major cities like Shanghai and regions like Tibet. Together, this set of books provides unparalleled insights into the concerns of mathematics educators in mainland China. As such, the books are an invaluable resource, not only as a window on mathematics educators in mainland China but also, crucially, as a mirror in which to reflect on approaches and concerns in other countries around the world.
Text
Jones_review_mathematics_education_research_China_RME_2008.pdf
- Author's Original
More information
Published date: March 2008
Additional Information:
The pagination of this page proof is the same as the published version.
Keywords:
teaching, learning, pedagogy, curriculum, mathematics, mathematical, theory, understanding, China
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 50743
URI: http://eprints.soton.ac.uk/id/eprint/50743
ISSN: 1479-4802
PURE UUID: d949ec43-579b-4cc9-a3f2-569ea4cb447d
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Date deposited: 19 Mar 2008
Last modified: 15 Mar 2024 10:11
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