{"id":211,"date":"2015-02-27T18:34:29","date_gmt":"2015-02-27T18:34:29","guid":{"rendered":"http:\/\/sites.uepb.edu.br\/gprpem\/?p=211"},"modified":"2015-02-27T18:34:29","modified_gmt":"2015-02-27T18:34:29","slug":"abstracts-of-the-first-sourcebook-on-asian-research-in-mathematics-education-china-korea-singapore-japan-malaysia-and-india","status":"publish","type":"post","link":"https:\/\/grupos.uepb.edu.br\/gprpem\/2015\/02\/27\/abstracts-of-the-first-sourcebook-on-asian-research-in-mathematics-education-china-korea-singapore-japan-malaysia-and-india\/","title":{"rendered":"Abstracts of The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India"},"content":{"rendered":"

\"51cUBX8YOiL\"<\/a>Bharath Sriraman, Jinfa Cai e Kyeong-Hwa Lee<\/p>\n

Information Age Publishing LLC | 2012 | 270 p\u00e1ginas | rar – pdf | 3 Mb<\/p>\n

link<\/a> (password: matav)<\/p>\n

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.<\/p>\n

Contents<\/strong>
\n<\/strong><\/p>\n

CHINA<\/strong>
\nPART I: CULTURE, TRADITION, AND HISTORY
\n1. \u201cZhi Y\u00ec X\u00edng N\u00e1n (Knowing Is Easy and Doing Is Difficult)\u201d or Vice Versa?: A Chinese Mathematician\u2019s Observation on History and Pedagogy of Mathematics Activities
\nMan-Keung Siu . . . . 5
\n2. The Study on Application of Mathematics History in Mathematics Education in China
\nZezhong Yang and Jian Wang . . . 7
\n3. Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China
\nXuhui Li, Dianzhou Zhang and Shiqi Li . . . 9
\nPART II: ASSESSMENT AND EVALUATION
\n4. Factors Affecting Mathematical Literacy Performance of 15-Year-Old Students in Macao: The PISA Perspective
\nKwok-Cheung Cheung . . . 13
\n5. Has Curriculum Reform Made A Difference in the Classroom?: An Evaluation of the New Mathematics
\nCurriculum in Mainland China
\nYujing Ni, Qiong Li, Jinfa Cai, and Kit-Tai Hau . . .\u00a0 15
\n6. Effect of Parental Involvement and Investment on Mathematics Learning: What Hong Kong Learned
\nFrom PISA
\nEsther Sui Chu Ho . . . . . . 17PART III: CURRICULUM
\n7. Early Algebra in Chinese Elementary Mathematics Textbooks: The Case of Inverse Operations
\nMeixia Ding . . . . . . . 21
\n8. The Development of Chinese Mathematics Textbooks for Primary and Secondary Schools Since
\nthe Twentieth Century
\nShi-hu Lv, Ting Chen, Aihui Peng, and Shangzhi Wang . . . . 23
\n9. Mathematics Curriculum and Teaching Materials in China from 1950\u20132000
\nJianyue Zhang, Wei Sun, and Arthur B. Powell . . . . . . 2510. Chinese Mathematics Curriculum Reform in the Twenty-first Century: 2000-2010
\nJian Liu, Lidong Wang, Ye Sun, and Yiming Cao . . . 27
\n11. Basic Education Mathematics Curriculum Reform in the Greater Chinese Region: Trends and Lessons Learned
\nChi-Chung Lam, Ngai-Ying Wong, Rui Ding, Siu Pang Titus Li, and Yun-Peng Ma . 29
\n12. Characterizing Chinese Mathematics Curriculum: A Cross-National Comparative Perspective
\nLarry E. Suter and Jinfa Cai . .\u00a0 . . . 31
\nPART IV: MATHEMATICAL COGNITION
\n13. Promoting Young Children\u2019s Development of Logical- Math Thinking Through Addition, Subtraction,
\nMultiplication, and Division in Operational Math
\nZi-Juan Cheng . . . .. 35
\n14. Development of Mathematical Cognition in Preschool Children
\nQingfen Hu and Jing Zhang . . . 37
\n15. Chinese Children\u2019s Understanding of Fraction Concepts
\nZiqiang Xin and Chunhui Liu . . . . . 39
\n16. Teaching and Learning of Number Sense in Taiwan
\nDer-Ching Yang . . . .. . . . . 41
\n17. Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning
\nPing Yu, Wenhua Yu, and Yingfang Fu . . . .. . . . 43
\n18. Chinese Mathematical Processing and Mathematical Brain
\nXinlin Zhou, Wei Wei, Chuansheng Chen, and Qi Dong . . . . . . . . . . . . 45
\nPART V: TEACHING AND TEACHER EDUCATION
\n19. Comparing Teachers\u2019 Knowledge on Multidigit Division Between the United States and China
\nShuhua An and Song A. An . . .. . 49
\n20. Problem Solving in Chinese Mathematics Education: Research and Practice
\nJinfa Cai, Bikai Nie, and Lijun Ye . . . . . .. 51
\n21. Developing a Coding System for Video Analysis of Classroom Interaction
\nYiming Cao, Chen He, and Liping Ding . .. 53
\n22. Mathematical Discourse in Chinese Classrooms: An Insider\u2019s Perspective
\nIda Ah Chee Mok, Xinrong Yang, and Yan Zhu . .. . 55
\n23. Reviving Teacher Learning: Chinese Mathematics Teacher Professional Development in the Context of Educational Reform
\nLynn W. Paine, Yanping Fang, and Heng Jiang .\u00a0 . . . 57
\n24. The Status Quo and Prospect of Research on Mathematics Education for Ethnic Minorities in China
\nHengjun Tang, Aihui Peng, Bifen Chen, Yu Bo, Yanping Huang, and Naiqing Song . .. . 59
\n25. Chinese Elementary Teachers\u2019 Mathematics Knowledge for Teaching: Role of Subject Related Training, Mathematic Teaching Experience, and Current Curriculum Study in Shaping Its Quality
\nJian Wang . . . 61
\n26. Why Always Greener on the Other Side?: The Complexity of Chinese and U.S. Mathematics Education
\nThomas E. Ricks . .\u00a0 . . 63
\nPART VI: TECHNOLOGY
\n27. A Chinese Software SSP for the Teaching and Learning of Mathematics: Theoretical and Practical Perspectives
\nChunlian Jiang, Jingzhong Zhang, and Xicheng Peng . .. . 67
\n28. E-Learning in Mathematics Education
\nSiu Cheung Kong . . .. . . 69<\/p>\n

KOREA<\/strong>
\n29. Korean Research in Mathematics Education
\nKyeong-Hwa Lee, Jennifer M. Suh, Rae Young Kim, and Bharath Sriraman . . . 73
\n30. A Review of Philosophical Studies on Mathematics Education
\nJinYoung Nam . . . . . 77
\n31. Mathematics Curriculum
\nKyungmee Park . . . .\u00a0 . 79
\n32. Mathematics Textbooks
\nJeongSuk Pang . . . . . . . 81
\n33. Using the History of Mathematics to Teach and Learn Mathematics
\nHyewon Chang . . . . . 83
\n34. Perspectives on Reasoning Instruction in the Mathematics Education
\nBoMi Shin . . .. . 85
\n35. Mathematical Modeling
\nYeong Ok Chong . .\u00a0 . . . 87
\n36. Gender and Mathematics
\nEun Jung Lee . . . . . . 89
\n37. Mathematics Assessment
\nGwiSoo Na . . . 91
\n38. Examining Key Issues in Research on Teacher Education
\nGooyeon Kim . .. . . . . 93
\n39. Trends in the Research on Korean Teachers\u2019 Beliefs About Mathematics Education
\nDong-Hwan Lee . .\u00a0 . 95
\nSINGAPORE
\n40. A Review of Mathematical Problem-Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011): What\u2019s Done and What More Can be Done
\nChan Chun Ming Eric . . . . . . . . 99
\n41. Research on Singapore Mathematics Curriculum and Textbooks: Searching for Reasons Behind Students\u2019 Outstanding Performance
\nYan Zhu and Lianghuo Fan . . . 103
\n42. Teachers\u2019 Assessment Literacy and Student Learning in Singapore Mathematics Classrooms
\nKim Hong Koh .. . . 107
\n43. A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method
\nSwee Fong Ng . .\u00a0 . . 111
\n44. A Multidimensional Approach to Understanding in Mathematics Among Grade 8 Students in Singapore
\nBoey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur . . . 115<\/p>\n

MALAYSIA<\/strong>
\n45. Mathematics Education Research in Malaysia: An Overview
\nChap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew . . . 121
\n46. Research Studies in the Learning and Understanding of Mathematics: A Malaysian Context
\nParmjit Singh and Sian Hoon Teoh . . . . . . 123
\n47. Numeracy Studies in Malaysia
\nMunirah Ghazali and Abdul Razak Othman . . .\u00a0 . 125
\n48. Malaysian Research in Geometry
\nCheng Meng Chew . .\u00a0 . . . . 127
\n49. Research in Mathematical Thinking in Malaysia: Some Issues and Suggestions
\nShafia Abdul Rahman\u00a0 . . . 129
\n50. Studies About Values in Mathematics Teaching and Learning in Malaysia
\nSharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah . .\u00a0 . . 131
\n51. Transformation of School Mathematics Assessment
\nTee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau . . . . . . 133
\n52. Mathematics Incorporating Graphics Calculator Technology in Malaysia
\nLiew Kee Kor . .\u00a0 . . . 135
\n53. Mathematics Teacher Professional Development in Malaysia
\nChin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah . . . 137<\/p>\n

JAPAN<\/strong>
\n54. Mathematics Education Research in Japan: An Introduction
\nYoshinori Shimizu . . . . . 141
\n55. A Historical Perspective on Mathematics Education Research in Japan
\nNaomichi Makinae . . . 143
\n56. The Development of Mathematics Education as a Research Field in Japan
\nYasuhiro Sekiguchi . .\u00a0 . . . 147
\n57. Research on Proportional Reasoning in Japanese Context
\nKeiko Hino . . . .. . 149
\n58. Japanese Student\u2019s Understanding of School Algebra
\nToshiakira Fujii . . . . . . 153
\n59. Proving as an Explorative Activity in Mathematics Education
\nMikio Miyazaki and Taro Fujita .. . 157
\n60. Developments in Research on Mathematical Problem Solving in Japan
\nKazuhiko Nunokawa . .\u00a0 . . 161
\n61. Research on Teaching and Learning Mathematics With Information and Communication Technology
\nYasuyuki Iijima . . . .. . . . . 165
\n62. \u201cInner Teacher\u201d: The Role of Metacognition in Learning Mathematics and Its Implication to Improving Classroom Practice
\nKeiichi Shigematsu . .\u00a0 . . 167
\n63. Cross-Cultural Studies on Mathematics Classroom Practices
\nYoshinori Shimizu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
\n64. Systematic Support of Life-Long Professional Development for Teachers Through Lesson Study
\nAkihiko Takahashi . . . . . . . 175<\/p>\n

INDIA<\/strong>
\n65. Evolving Concerns Around Mathematics as a School Discipline: Curricular Vision, Classroom Practice and the National Curriculum Framework (2005)
\nFarida Abdulla Khan . . . . 181
\n66. Curriculum Development in Primary Mathematics: The School Mathematics Project
\nAmitabha Mukherjee and Vijaya S. Varma . .. . . . 185
\n67. Intervening for Number Sense in Primary Mathematics
\nUsha Menon . . . . . . . 191
\n68. Some Ethical Concerns in Designing Upper Primary Mathematics Curriculum: A Report From the Field
\nJayasree Subramanian, Sunil Verma, and Mohd. Umar . . . . . 199
\n69. Students\u2019 Understanding of Algebra and Curriculum Reform
\nRakhi Banerjee . . . .. . 207
\n70. Professional Development of In-Service Mathematics Teachers in India
\nRuchi S. Kumar, K. Subramaniam, and Shweta Naik . . . . . 213
\n71. Insights Into Students\u2019 Errors Based on Data From Large-Scale Assessments
\nAaloka Kanhere, Anupriya Gupta, and Maulik Shah .\u00a0 . . 219
\n72. Assessment of Mathematical Learning: Issues and Challenges
\nShailesh Shirali . . . . 227
\n73. Technology and Mathematics Education: Issues and Challenges 233
\nJonaki B. Ghosh . . .\u00a0 . . 233
\n74. Mathematics Education in Precolonial and Colonial South India
\nSenthil Babu D. . . . . .. . . . . 243
\n75. Representations of Numbers in the Indian Mathematical Tradition of Combinatorial Problems
\nRaja Sridharan and K. Subramaniam . . .\u00a0 . . 249<\/p>\n","protected":false},"excerpt":{"rendered":"

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