Understanding Chinese mathematics teaching: how secondary mathematics teachers’ beliefs and knowledge influence their teaching in mainland China

In this study the research was focused on the mechanisms of how Chinese in-service teachers’ beliefs about mathematics, together with their professional knowledge, affect their teaching approaches. With a quantitative survey study involving 92 in-service teachers, it identified six types of teachers...

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Bibliographic Details
Published inZDM Vol. 54; no. 3; pp. 693 - 707
Main Author Zhang, Qiaoping
Format Journal Article
LanguageEnglish
Published Berlin/Heidelberg Springer Berlin Heidelberg 01.06.2022
Springer
Springer Nature B.V
Subjects
Case Studies
Classrooms
Competency Based Education
Course Content
Education
Foreign Countries
Functions (mathematics)
Knowledge
Learning
Learning Processes
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics teachers
Original Paper
Pedagogical Content Knowledge
Preservice teachers
Problem solving
Secondary School Mathematics
Self report
Student Centered Learning
Students
Teacher Attitudes
Teacher Characteristics
Teachers
Teaching
Teaching Methods
Thinking Skills
China
Beliefs about mathematics
Secondary mathematics teachers
Chinese mathematics teaching
Professional knowledge
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Summary:In this study the research was focused on the mechanisms of how Chinese in-service teachers’ beliefs about mathematics, together with their professional knowledge, affect their teaching approaches. With a quantitative survey study involving 92 in-service teachers, it identified six types of teachers with three different categories of beliefs (i.e., Instrumentalist, Platonist, and Problem-solving oriented) and two different levels (i.e., strong and limited) of subject knowledge and pedagogical content knowledge on the topic of functions. Six teachers were subsequently selected, for a detailed analysis of how the teachers’ beliefs and knowledge influenced their teaching practices. The case study results showed that teachers with different professional knowledge levels about functions and beliefs about mathematics had different teaching focuses and showed different teaching approaches. Three teaching approaches were identified, including the performance-focused content-centered approach, the understanding-focused content-centered approach, and the thinking-focused student-centered approach.
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ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-022-01336-8