Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: a case study

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Developing expertise: how enactivism re-frames mathematics teacher development (2011, methodology): “We also distinguish our methods from professional development models where planning lessons is part of a communal activity, within a cycle of design‐teach‐reflect, e.g., aimed at creating exemplary lessons ( Huang & Li, 2009 ), or as part of lesson study (e.g., White & Lim, 2008).”
Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020, background): “Overall, direct lecturing and explaining still dominates in whole classroom instructions (Huang & Li, 2009).”
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, background): “…a clear flow of the lesson and emphasis on key mathematical ideas, the use of several representations and solution strategies, the emphasis on explanations and reasoning, and the careful selection and sequencing of examples and tasks (Huang & Li, 2009; Kaur, 2009; Lin &Li, 2009; Pang, 2009).”