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DOI 10.1007/s11858-007-0030-7
ORIGINAL ARTICLE
Abstract This study investigates Chinese teachers cultural beliefs concerning effective mathematics teaching
through semi-structured interview with nine experienced
teachers. For the Chinese teachers, an effective teacher
should always be passionate and committed to the teaching
profession. She should not only understand the knowledge
in the textbook thoroughly but also be able to carefully
craft the knowledge from the textbook for teaching by
predicting possible students difficulties. Although Chinese
teachers emphasize student participation and flexible
teaching, they tend to see the teachers ability to design and
lead coherent lessons as the key for facilitating students
understanding. The result of this study helps researchers
and educators understand the teacher-designed and content-oriented teaching model in Chinese classrooms.
it has experimented with a 5-4-3 system. After graduating from senior high school, students can enter colleges
or universities after passing a college/university entrance
examination. China is one of the countries where, to a great
extent, the examination scores can determine a students
opportunity for additional education and even future
careers (Cai & Nie, in press). The vast majority of problems
in any examinations are related to basic knowledge and
basic skills. Thus, the principal purpose of mathematics
instruction is to help students grasp basic knowledge and
skills, so they can earn higher scores in examinations. Because of their competitive nature, problems on examinations are usually very challenging, and they also include a
large quantity of problems (Cai & Nie, in press).
China has a unified national curriculum. In the early
1950s, the China adopted the Soviet mathematics curriculum. Thus, the curriculum paid more attention to mathematical deductions using formal and rigorous mathematical
language, just like Soviet mathematics curriculum. Then,
in the late 1970s, the Chinese syllabus of mathematics
teaching for elementary and secondary schools required
students to apply mathematical knowledge to solve real-life
problems (Chinese National Ministry of Education, 1978).
The syllabus in 1988 explicitly stated that students should
not only be able to calculate correctly, but also be able to
understand the principles of mathematical operations, and
use appropriate strategies to solve problems (Chinese State
Education Commission, 1988). In 2001, Curriculum Standards for 9-year compulsory education were issued, representing the newest wave of the curriculum reform (Basic
Education Curriculum Material Development Centre,
2001). Instead of one set of national unified textbooks,
multiple sets of textbooks and instructional materials have
been developed and published according the National
Curriculum Standards. Besides the basic knowledge and
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teachers are invited to observe the lesson. After the lesson, the teachers discuss the features of the lesson for
other teachers to model. In China, there are many national
and local teaching journals, and teachers can contribute
articles to share their experience. Many of the participating teachers have given model lessons and wrote articles for local teaching journals. All of the participating
teachers have taken or are taking additional mathematics
and mathematics education courses (Table 1).
2 The participants
Table 2 shows how Chinese teachers think about mathematics. When asked about the nature of mathematics, the
Chinese teachers tend to answer the question by explaining
the relationship between mathematics and real life problems from three perspectives. First, the teachers tend to
think that mathematics knowledge comes from real life
problems with numbers. Second, they differentiate between
mathematics knowledge and concrete real life problems in
that mathematics is an abstract and coherent knowledge
system. Third, they see mathematics as a useful tool to help
solve real life problems efficiently.
3 Results
Sex
Qualifications
Years of
teaching
CH1
19
CH2
25
CH3
22
CH4
30
Gave model lessons for other teachers, wrote articles for a local
teaching journal
CH5
19
CH6
23
CH7
34
CH8
21
CH9
20
123
+ + + + + + + +
A language
+ +
Rational thinking
Unable to articulate
+ + +
+ + +
+
+
+
+ + + + + + + +
+
mathematics is from real life. CH3 specifies that mathematics is to understand concepts of number in daily life.
Consequently the teachers tend to see that learning and
teaching mathematics should connect mathematics
knowledge with concrete, real life problems (more detailed
discussions can be found in the sections on mathematics
learning and teaching). However, CH1 points out that the
relationship between mathematics and real life situations
has been highlighted only recently in the new national
unified curriculum in China.
Recently the new curriculum requires teachers to pay
attention to connecting mathematics with real life
situations. There is clearly an increasing emphasis on
the practicality [in the curriculum] of mathematics.
With the enactment of the new curriculum, we feel
that it is more and more important to connect mathematics with real life. The new textbook is also closer
to real life [than the old textbook].
3.1.2 Mathematical knowledge is abstract and connected
All nine teachers differentiate mathematics knowledge
from real life problems in that mathematics is an abstract
and generalized knowledge system refined from real life
problems. For example, CH3 says:
Mathematics stems from real life...but it is the
knowledge refined [tilian] from real life. Once our
ancestors help us get the knowledge, we can directly
apply the general knowledge without considering
some unnecessary features of each specific real life
problems.
Here Chinese word tilian used by CH3 has three basic
meanings. It can mean extracting, refining, and purifying. It
seems that for CH3, the real life problems provide only raw
materials that should be purified and abstracted as mathematics knowledge by discarding some unnecessary fea-
289
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T. Wang, J. Cai
+ + + + + + + +
+ + + +
+ + +
+ +
+ +
+ + +
+ + + + + + + +
+ + +
291
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292
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T. Wang, J. Cai
mathematics knowledge. Instead, they should understand the relationship between abstract knowledge
and special conditions provided by the word problem.
They should construct the relationship [between their
knowledge and new situation] by themselves, based
on their understanding.
It is quite clear that the Chinese teachers views of the three
levels of understanding (understanding abstract concept by
using real life examples; understanding by to connecting
concepts together; and understanding by applying the
concepts flexibly) are related to their views of the nature of
mathematics. Five Chinese teachers (CH1, 2, 3, 5, and 8)
even argue that the three levels of understanding are hierarchical and sequential. For example, CH1 says:
Start with concrete examples, then help students
make abstract mathematical concepts. But finally
they need to apply knowledge back to solving problems... A student has real understanding when he can
juyifansan.2
3.2.2 Memorizing and understanding
In terms of the role of memorization in learning, Chinese
teachers tend to differentiate two kinds of memorization:
memorization after understanding and memorization before understanding. All nine teachers agree that memorizing after understanding is important for it can help students
retain knowledge and apply their knowledge efficiently
when solving problems. For example, CH1 explains that
memorizing formulas is necessary.
Although we often encourage students to understand
a formula by deriving it from learned knowledge, you
cannot derive it every time you need it to solve
problems. Therefore, memorize it after understanding
it. Then you can apply it in new contexts and deepen
your understanding. Without the memorizing process,
you must have trouble applying it.
CH7 uses an example to illustrate the importance of
memorizing mathematical knowledge after understanding.
Memorizing is important. But memorizing is based
on understanding. For example, the multiplication
tables should be memorized after students understand
how they are created so that they can apply it efficiently.
It should be noted that all nine Chinese teachers strongly
object to mere mechanical memorization, but some of them
2
A Chinese idiom with meaning of knowing one concept and
applying into three situations.
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+
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+ +
+ + +
+ + +
+ + + + + + + +
+ +
+ +
Mathematics knowledge
Strong mathematical knowledge
Thorough understanding of textbooks
+ + + + +
+ +
+ + +
+ +
Instructional skills
Good lesson planner
Clear explanation
Designing good questions
+ + +
+ + +
+ + +
+
+ + +
+ +
+
+
+ + +
+ +
+ + + + + + + +
Contagious language
Good questioning
Student participation
Flexible teaching
+ + + + + + + +
+ + + +
+
+ +
+ +
+ + +
+ + + +
+
+
+ + +
+ +
+ +
+
+ +
123
+ +
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