Implementing mathematics teaching reform
A case study of mathematics classrooms in China
DOI:
https://doi.org/10.31686/ijier.vol4.iss6.554Abstract
This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.
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