Knowing and Teaching Elementary Mathematics Teachers' Understanding of Fundamental Mathematics in China and the United States

By Liping Ma. 2010

1,992 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/73040939532d861a984abe8ef4c6e4d240cd25e5

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Citations in the corpus

Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008, background): “…tests, and direct observation, these scholars began to both uncover problems with teachers’ basic mathematical knowledge (e.g., Ball, 1990; Even, 1993; Ma, 1999; Post, Harel, Behr, & Lesh, 1991; Simon, 1993; Tirosh, Fischbein, Graeber, & Wilson, 1999) and also to explore its characteristics.”
Mathematical Knowledge for Teaching Fraction Multiplication (2008, background): “Research on fraction division has reported that teachers can confuse situations that call for dividing by a fraction with ones that call for dividing by a whole number or multiplying by a fraction (Armstrong & Bezuk, 1995; Ball, 1990; Borko, Eisenhart, Brown, Underhall, Jones, & Agard, 1992; Ma, 199”
Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions (2016, background): “Along the same lines, cultural differences in how fractional magnitudes are introduced in school have been shown to affect children’s fraction understanding (Ma, 1999; Moseley, Okamoto, & Ishida, 2007).”
Research methods in (mathematics) education (2008, background): “The studies themselves may have very limited generality, but they may have heuristic value—they may point to issues that are important to consider, and may turn out to be general. They may deepen an understanding of some phenomenon. They may make a methodological contribution, or they may clarify or”
Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States (2008, background): “Whereas in the U.S., the term suggestion is often dealt with cursorily, in China, teachers view this term as more of an imperative.”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “Although linear representations of fractions are emphasized in elementary schools in some high-achieving countries, including Japan, China, and Korea (Grow-Maienza & Beal, 2005; Ma, 1999; Tokyo Shoseki, 2015), and by the Common Core State Standards for Mathematics (CCSSM), recently adopted by most U”