目次

Part I: Introduction and perspectivesChapter 1: Examining and understanding how Chinese teach mathematics: An introductionChapter 2: Knowing and understanding mathematics teaching in China from a historical perspectiveChapter 3: Teaching and learning “two basics” Part II: Chinese teachers’ regular practices for developing and improving classroom instructionPrefaceChapter 4: Developing classroom instruction through collaborations in school-based Teaching Research activitiesChapter 5: Knowing and understanding instructional mathematics content through intensive studies of textbooksChapter 6: A study on mathematics teachers’ lesson planning Part III: Mathematical instruction practices and classroom environment in ChinaPrefaceChapter 7: Mathematics bianshi curriculum and classroom teachingChapter 8: Instructional coherence of a mathematics lesson: the story from the learners’ perspectivesChapter 9: Traditional and innovative mathematics classroom instruction: case studiesChapter 10: Mathematics classroom environment in Chinese mainland Part IV: Selected approaches and practices for improving the quality of teachers and teachingPrefaceChapter 11: Improving classroom instruction with apprenticeship practices and public lesson development as contextsChapter 12: Pursuing and promoting classroom instruction improvement through exemplary lesson developmentChapter 13: Identifying and promoting classroom instruction excellence through teaching contests Part V: Commentary and conclusionChapter 14: Commentary 1Chapter 15: Commentary 2