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.
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.