U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics

By Jinfa Cai. 2005

121 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d4ad8d7196cf91db6244fb8011b54d4f4a43d29c

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Citations in the corpus

Influence of Curriculum Reform: An Analysis of Student Mathematics Achievement in Mainland China. (2011, background): “Chinese teachers value and use more abstraction to generalize mathematics relationships in their instruction compared to American teachers (Cai, 2005; Cai & Lester, 2005; Correa, Perry, Sims, Miller, & Fang, 2008).”
Problem solving in Chinese mathematics education: research and practice (2007, unknown): “Chinese mathematics teachers frequently use those national and regional journals to plan lessons (Cai, 2005).”
Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences (2011, background): “American teachers adopted varying methods and activities to encourage students to think on their own whereas Chinese teachers used the same kinds of activities and consistently emphasized learning procedures and concepts (Cai 2005).”
Teachers’ conceptions of representation in middle school mathematics (2010, background): “Hence, representation is an essential part of the mathematical activity and a vehicle for capturing mathematical concepts (e.g., Ball 1993; Cai 2005; Cobb 2003; Cobb et al. 2002; Dufour-Janvier et al. 1987; Gravemeijer et al. 2003; Kaput et al. 2008; Meira 2003; Nunokawa 1994).”
Problem-posing research in mathematics education: new questions and directions (2013, background): “…various studies have analyzed the reasoning processes of students as they solve well-structured problems, only a few studies (e.g., Cifarelli & Cai, 2005; Nohda, 1995; Ponte, 2007) have focused on illustrating and explaining characteristics of the solvers' mathematical explorations in…”
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, background): “As such, our teachers’ lesson plans, resulting from deliberate learning experiences, seem to be different from those of their peers in prior studies (Kagan & Tippins, 1992; Sardo-Brown, 1990) but similar to their international counterparts (Cai, 2005; Fernandez & Cannon, 2005).”