U.S. and Chinese Teachers' Conceptions and Constructions of Representations: A Case of Teaching Ratio Concept

By Jinfa Cai, Tao Wang. 2006

52 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6dc83f14c444236323c7e3d82c3bf191c2532ee3

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Citations in the corpus

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, result): “…the teaching and learning of proportions have had limited success, as evidenced by reports showing that college students and young adults continue to struggle with proportional reasoning (Ahl, Moore, & Dixon, 1992; Cai & Wang, 2006; Fujimura, 2001; Jitendra, Woodward, & Star, 2011; Lamon, 2007).”
Effective mathematics teaching from teachers' perspectives : national and cross-national studies (2009, background): “5 Recent studies (Cai, 2004, 2005; Cai & Wang, 2006) examined Chinese and U.S. teachers’ cultural values of representations in instruction.”
Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States (2010, methodology): “Researchers found distinctive differences in classroom instruction between East Asian and Western countries (e.g., Cai 2005; Cai and Wang 2006; Fan et al. 2004; Leung 2001; Lim et al. 2008; Ma 1999; Stigler and Hiebert 1999).”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Studies concerning (preservice) teachers’ knowledge of fractions focused primarily on one aspect of fractions like ratio (Cai and Wang 2006), multiplication of fractions (Isiksal and Cakiroglu 2011, Izsak 2008) and division of fractions (Ball 1990, Borko et al.”
Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division (2009, background): “In contrast to the results reported by Cai and Wang (2006) , lesson plans analyzed in this study were teachers’ daily lesson plans used in real classrooms.”