Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence

@inproceedings{Tao2015AchievingCI,
  title={Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence},
  author={Wang Tao and Cai Jinfa and H. Stephen},
  year={2015}
}
How to Teach and Assess Whole Number Arithmetic: Some International Perspectives
This chapter focusses on the diverse theoretical and methodical frameworks that capture the complex relationship between whole number arithmetic (WNA) learning, teaching and assessment. Its aim is to
Middle School Mathematics Teacher Preparation in a Chinese and an Australian University: Different Starting Mathematics Knowledge.
There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used mixed methods to examine learning opportunities and knowledge of
Cultural transposition of Chinese lesson study to Italy: An exploratory study on fractions in a fourth-grade classroom
Purpose The purpose of this paper is to explore the early implementation of a model of mathematics teacher development in Italian schools, inspired by Chinese lesson study (CLS), focusing on

References

SHOWING 1-10 OF 21 REFERENCES
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence?
The purpose of this cross-national study is to understand teachers’ views about the meaning of instructional coherence and the ways to achieve instructional coherence. With respect to the meaning of
Contingent conceptions of accomplished practice: the cultural specificity of discourse in and about the mathematics classroom
Classroom discourse and professional discourse about classrooms constitute forms of social performance undertaken within affordances and constraints that can be both cultural and linguistic. The
Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States
This study investigates Chinese and U.S. teachers’ cultural beliefs concerning effective mathematics teaching from the teachers’ perspectives. Although sharing some common beliefs, the two groups of
INSTRUCTIONAL COHERENCE IN CHINESE MATHEMATICS CLASSROOM—A CASE STUDY OF LESSONS ON FRACTION DIVISION
In this study, we examined the instructional coherence in a Chinese mathematics classroom by analyzing a sequence of four videotaped lessons on the topic of fraction division. Our analysis focused on
Confucian heritage culture learner’s phenomenon: from “exploring the middle zone” to “constructing a bridge”
In the past decades, the CHC (Confucian heritage culture) learner’s phenomenon has spawned one of the most fruitful fields in educational research. Despite the impression that CHC learners are
Mapping Mathematics Classroom Discourse and Its Implications for Models of Teaching
This article reports on models of teaching that developed as outgrowths of a study of middle-grades mathematics classes. Three specific cases are highlighted that represent deductive (associated with
Chinese (Mainland) teachers’ views of effective mathematics teaching and learning
This study investigates Chinese teachers’ cultural beliefs concerning effective mathematics teaching through semi-structured interview with nine experienced teachers. For the Chinese teachers, an
...
1
2
3
...