What Constitutes Effective Mathematics Instruction
A Comparison of Chinese Expert and Novice Teachers’ Views
Bibliographic Data
| ID | 15401146 |
|---|---|
| Authors | Rongjin Huang (0000-0003-4395-3074, Texas A&M University, corresponding author), Yeping Li (0000-0001-6448-4380, Texas A&M University), HE Xiao-ya (South China Normal University) |
| Year | 2010 |
| Volume | 10 |
| Issue | 4 |
| Pages | 293-306 |
| Publication date | 2010-11-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1080/14926156.2010.524965 |
| OpenAlex | W2011353083 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
Cognitively Guided Instruction · Contrast (vision · Mathematics education · Teaching method · Computer Science · Educational Assessment and Pedagogy · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Artificial Intelligence
The Learning gap
Knowing and Teaching Elementary Mathematics
Expertise in mathematics instruction
Learning to observe
Differences in teachers’ comments on classroom events as indicators of their professional development
Evolution of novice through expert teachers' recall
Connected and culturally embedded beliefs
Practical thinking styles of teachers
Teaching the Chinese learner
Cognition and Improvisation
Learning about and learning from expert teachers
Expert and Novice Teacher Decision Making
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |