ELEMENTARY TEACHERS THINKING ABOUT A GOOD MATHEMATICS LESSON Academic Article uri icon

abstract

  • In an effort to gain a better understanding of Chinese classroom teaching culture, this study aimed to examine elementary teachers' views about a good mathematics lesson in China. Through analyzing 57 teachers' essays collected from 7 elementary schools in 2 provinces, it is found that Chinese teachers emphasized the most about students and their learning in their descriptions of a good mathematics lesson. However, in describing what it takes to develop a good mathematics lesson, they thought more about teachers and their knowing and understanding of textbooks than about students. The results revealed a picture of Chinese teachers' thinking about a good mathematics lesson that is different from what has been reported about US teachers' views. The findings suggest that examining teachers' thinking about good teaching is valuable for understanding cross-cultural differences in mathematics classroom instruction. 2010 National Science Council, Taiwan.

published proceedings

  • International Journal of Science and Mathematics Education

author list (cited authors)

  • Li, Y.

citation count

  • 14

complete list of authors

  • Li, Yeping

publication date

  • August 2011