Chinese secondary teachers’ and students’ perspectives of effective mathematics teaching: The underlying values

Qiaoping ZHANG, Wee Tiong SEAH

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This paper explores the underlying values of effective mathematics teaching perceived by both secondary teachers and students in Chinese Mainland. Four secondary mathematics teachers and twenty-four students accepted an invitation to express their perceptions of effective mathematics teaching and of effective mathematics teachers. Some common characteristics of effective teaching like fun, multiple methods, involvement, and examples are valued by both students and teachers. Some discrepancies in the perceptions of effectiveness also existed. Copyright © 2015 the authors.
Original languageEnglish
Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
EditorsKim BESWICK, Tracey MUIR, Jill FIELDING-WELLS
Place of PublicationHobart, Australia
PublisherPME
Pages337-344
Volume4
ISBN (Print)9781326664350
Publication statusPublished - 2015

Citation

Zhang, Q., & Seah, W. T. (2015). Chinese secondary teachers’ and students’ perspectives of effective mathematics teaching: The underlying values. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 337-344). Hobart, Australia: PME.

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