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Understanding Chinese mathematics teaching: How secondary mathematics teachers’ beliefs and knowledge influence their teaching in mainland China
Qiaoping ZHANG
Department of Mathematics and Information Technology (MIT)
Research output
:
Contribution to journal
›
Articles
›
peer-review
6
Citations (Scopus)
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Keyphrases
Mainland China
100%
Teaching Approaches
100%
Chinese Mathematics
100%
Mathematics Teaching
100%
Secondary Mathematics Teachers
100%
Mathematical Knowledge for Teaching
100%
Mathematics Teachers' Beliefs
100%
Professional Knowledge
66%
In-service Teachers
66%
Beliefs about Mathematics
66%
Copyright
33%
Teaching Practice
33%
Problem Solving
33%
Teacher Knowledge
33%
Teacher Beliefs
33%
Student-centered Approach
33%
Quantitative Survey
33%
Content Knowledge
33%
Pedagogical Content Knowledge
33%
Subject Knowledge
33%
Instrumentalist
33%
Knowledge Level
33%
Karlsruhe
33%
Social Sciences
Chinese
100%
Teacher Knowledge
100%
Mainland China
100%
Teacher Beliefs
100%
Teaching Mathematics
100%
In-service Teachers
66%
Teaching Practice
33%
Case Study
33%