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Suggested Citation:"References." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
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References

RECENT RESEARCH ARTICLES ON EDUCATION IN CHINA

An, S. 2000. Globalization of education in China. International Journal of Education Reform 9:128–133.

An, S. 2008. Outsiders’ view on Chinese mathematics education: A case study on U.S. teachers’ experience in China. Journal of Mathematics Education 1:1–27.

An, S., G. Kulm, and Z. Wu. 2004. The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education 7:145–172.

Arcavi, A., and A. Schoenfeld. 2008. Using the unfamiliar to problematize the familiar: The case of mathematics teacher in-service education. Canadian Journal of Science, Mathematics and Technology Education 8(3):280–295.

Cai, J., and V. Cifarelli. 2004. Thinking mathematically by Chinese learners: A cross-national comparative perspective. In L. Fan, N-Y. Wong, J. Cai, and S. Li, eds., How Chinese Learn Mathematics: Perspectives from Insiders. Singapore: World Scientific Publishers.

Cai, J., and B. Nie. 2007. Problem solving in Chinese mathematics education: Research and practices. Zentralblatt fuer Didaktik der Mathematik (International Journal on Mathematics Education) 39:459–475.

Fang, Y., and L. Paine. 2000. Challenges and dilemmas in a period of reform: Preservice mathematics teacher education in Shanghai, China. The Mathematics Educator 5:32–67.

Li, Sh.-Q. 2006. Practice makes perfect: A key belief in China. In F. K. S. Leung, K. D. Graf, and F. J. Lopez-Real, eds., Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West. New York: Springer.

National Research Council. 2003. Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education. C. Chabbott and E. J. Elliott, eds. Committee on a Framework and Long-term Research Agenda for International Comparative Education Studies.

Suggested Citation:"References." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
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Li, Y., X. Chen, and G. Kulm. 2009. Mathematics teachers’ practices and thinking in lesson plan development: A case of teaching fraction division. ZDM-The International Journal on Mathematics Education 41:717–731.

Li, Y., and J. Li. 2009. Mathematics classroom instruction excellence through the platform of teaching contests. ZDM-The International Journal on Mathematics Education 41:263–277.

Li, Y., D. Zhao, R. Huang, and Y. Ma. 2008. Mathematical preparation of elementary teachers in China: Changes and issues. Journal of Mathematics Teacher Education 11:417–430.

Li, Y. 2008. Mathematical preparation of elementary school teachers: Generalists versus content specialists. School Science and Mathematics 108:169–172.

Li, Y. 2008. Transforming curriculum from intended to implemented: What teachers need to do and what they learned in the United States and China. In Z. Usiskin and E. Willmore, eds., Mathematics Curriculum in Pacific Rim Countries: China, Japan, Korea, and Singapore, pp. 183–195. Charlotte, NC: Information Age Publishing.

Li, Y., Y. Ma, and J. Pang. 2008. Mathematical preparation of prospective elementary teachers. In P. Sullivan and T. Wood, eds., International Handbook of Mathematics Teacher Education: Knowledge and Beliefs in Mathematics Reaching and Teaching Development, pp. 37–62. Rotterdam, The Netherlands: Sense.

Liu, Y. 2008. Study of some aspects of mathematics teaching in secondary schools in China and England. Journal of Mathematics Education 1:40–48.

Paine, L. W., and Y. Fang. 2006. Reform as hybrid model of teaching and teacher development: Reforming teacher development in China. International Journal of Educational Research 45:279–289.

Paine, L., and Y. Fang. 2007. Supporting China’s teachers: Challenges in reforming professional development. In E. Hannum and A. Park, eds., Education and Reform in China, pp. 173–190. Boston: Taylor and Francis.

Paine, L., and Y. Fang. 2007. Dilemmas in reforming China’s teaching: Assuring “quality” in professional development. In M. T. Tatto, ed., Reforming Teaching Globally, pp. 21–53. Oxford, UK: Symposium Books.

Wang, J., and E. Lin. 2005. Comparative studies on U.S. and Chinese mathematics learning and the implications for standards-based mathematics teaching reform. Educational Researcher 34:3–13.

Wang, J., and L. W. Paine. 2001. Mentoring as assisted performance: A pair of Chinese teachers working together. Elementary School Journal 102:157–181.

Suggested Citation:"References." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page 39
Suggested Citation:"References." National Research Council. 2010. The Teacher Development Continuum in the United States and China: Summary of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/12874.
×
Page 40
Next: Appendix A: Workshop Agenda »
The Teacher Development Continuum in the United States and China: Summary of a Workshop Get This Book
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In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.'

Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.

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