The Perceived Impact of a Mathematics Task Design Program on Shifting Prospective Teachers’ Beliefs
A Case Study in China
Bibliographic Data
| ID | 15401609 |
|---|---|
| Authors | Chenyue Qi (0000-0001-9777-0105, Beijing Normal University, corresponding author), Jiannan Du (Beijing Institute of Education), Tong Guo (0000-0001-7178-9721, Beijing Normal University), Zidi Fang (Beijing Normal University) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Publication date | 2026-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| 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 | 10.1007/s42330-026-00459-4 |
| OpenAlex | W7131657664 |
| Language | EN |
| References cited | 50 |
China · Connected Mathematics · Curriculum · Instructional design · Instrumentalism · Science education · Sociology of Education · Task (project management · Task Analysis · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Pisa 2018 Assessment and Analytical Framework
Academic Work
Issues of validity and reliability in qualitative research
The Measurement of Observer Agreement for Categorical Data
Elaborating a model of teacher professional growth
Disorienting experiences during study abroad
Characteristics and causes of China's mathematics teaching paradigm
Teaching Mathematics for Understanding
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
| Citation velocity | historical |
|---|---|
| Highly cited | No |