This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master¿s or doctoral level.
From "Two basics", to "Four basics" and to "core mathematics competencies" in China mainland
By Jing Cheng, Jiansheng Bao, Dianzhou Zhang, Yang Shen and Chenfei Zhu
What can PISA tell us about Shanghai students' performance in mathematics?
By Yan Zhu
Toward a framework of core mathematics competencies in China
By Binyan Xu, Yan Zhu, Jiansheng Bao and Qiping Kong
Mathematical problem posing: Conceptual development and Empirical investigation
By Binyan Xu, Muhui Li
Mathematical problem solving: Conceptual development and Empirical investigation By Xiang Gao and Yingkang Wu
Mathematical reasoning: Conceptual development and Empirical investigation
By Jing Cheng, Xin Zheng and Zhiling Wang
Mathematical representation: Conceptual development and Empirical investigation
By Jinyu Zhang, Jiansheng Bao and Yang Shen
Mathematical modelling: Conceptual development and Empirical investigation
By Xiaoli Lu, Yangyu Wang and Binyan Xu
Mathematical communication: Conceptual development and Empirical investigation
By Yuelan Chen and Fang Xia
Mathematical Disposition: Conceptual development and Empirical investigation
By Yan Zhu
Anxiety in mathematics learning
By Xiaorui Huang
By Kaye Stacey
By Frederick Leung
By Dianzhou Zhang
Summary and Conclusion
By Binyan Xu, Yan Zhu, Xiaoli Lu
"This thematic volume aims to provide educational researchers interested in mathematical skills with a detailed portrait of the development of mathematical skills in Chinese students. ... it should be mentioned that, in addition to a brief presentation of the publishers and authors, the book contains an index of subjects as well as an index of cited authors." (Frederic Morneau- Guerin, MAA Reviews, May 10, 2022)
Binyan Xu is Full Professor in the College of Teacher Education of East China Normal University. She earned a B. Sc. degree in mathematics from East China Normal University in 1986, and a Ph.D. degree in mathematics education from University of Osnabrueck of Germany in 1994.
Yan Zhu is an associate professor in the College of Teacher Education of East China Normal University. She earned a B. Sc. and M. Ed. degree in mathematics education from East China Normal University, and a Ph.D. degree in mathematics education from Nanyang Technological University of Singapore.
Xiaoli Lu is a postdoctoral fellow in the Department of Mathematics of East China Normal University. She earned a B. Sc. degree in mathematics from Qingdao University, a Master's degree in mathematics education from East China Normal University, and a Ph.D. degree in mathematics education from the University of Hong Kong