Qinqiong Zhang

This study uses a construct of Teacher Capacity to examine how Australian and Chinese teachers understand and give effect to new curriculum content in "Statistics and Probability" for the upper primary and junior secondary years. The study involved 82 teachers-41 in each country. Their responses to a questionnaire were analysed qualitatively and qu...

Since the foundation of new China (PRC), there have been eight rounds of curriculum reforms in mathematics. China continuously explores practices and theories of mathematics education with Chinese characteristics: shapes and revises teaching programs and syllabuses (curriculum standards) in mathematics; does various school textbook compiling and ex...

：分数具有“份数”“商”“测量”“运算”以及“比”等不同层次的意义， 根据皮亚杰的认知发展理论，上述五种不同意义分别对应不同年龄学生的认知特 点。课标为强调分数的不同意义留下了足够的空间，而在教材（以人教版为例）中 则根据年级的不同对分数的不同意义都有所体现。分数教学中，在强调“份数”的 意义帮助学生理解分数的同时，也应当注重学生对分数五个不同层次意义的深入理 解。只有理解了分数的不同意义，才可能真正理解分数的本质，也才可能真正掌握 分数各种复杂的运算。

Fractions are a key content area in elementary school mathematics, and are often one of the biggest difficulties for students to learn during elementary school. Because fractions have five different sub-constructs of meanings-part-whole comparisons, quotient, measure, operator and ratio-that can be related to cognitive features of children at diffe...

Solving word problems is challenging in elementary schools, both for the teacher in teaching students to solve word problems and for the student in learning to solve them. This paper examines how the ideas of learning trajectory and variation pedagogy could be integrated as an instructional principle for teaching this content in the context of solv...

There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the Chin...

The preparation of teachers to teach mathematics to primary school children differs across nations and cultures. This study used mixed methods to examine the basic content knowledge of trainee teachers in Australia and China. A simple test (30 questions) of content based on an international comparative study in mathematics teacher training found th...

In the official curriculum documents of many countries, statistical thinking have become part of the mainstream in school curriculum. We argue that teacher capacity is a key dimension in realizing essential goals for developing students' statistical literacy, reasoning and thinking in practical teaching. In this paper, a construct of Teacher Capaci...

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This study uses a construct of Teacher Capacity to examine how Australian and Chinese teachers understand and give effect to new curriculum content in “Statistics and Probability” for the upper primary and junior secondary years. The study involved 82 teachers—41 in each country. Their responses to a questionnaire were analysed qualitatively and qu...

For many educators the idea of personalized learning may seem incompatible with the way they envisage the teaching and learning of mathematics. We argue in this paper that the idea of personalized education in mathematics needs to be taken seriously and that it should be seen as much more than dealing with individual differences or providing for in...

Over the past decade it has been frequently reported that East Asian students are outperforming their Western counterparts in international tests of mathematics at middle-school level. This paper probes classroom discourse in an attempt to shed some light on this phenomenon. Data were collected from a sample of Chinese Year 8 students in a normal s...

This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum...

Using a questionnaire comprising of three different types of questions dealing with algebraic thinking across all four operations, this study focuses on 217 students in Year 5, 6 and 7 from three schools in Nanjing, China. It looks at how these students’ link number and algebra (termed as relational thinking in the study) and categorizes their perf...

Closer connection between the learning of number and algebra has been valued in new national mathematics curriculum in Australia and China. This exploratory study seeks to characterise teachers' capacity to to help students connect arithmetic thinking and emerging algebraic thinking.

This exploratory study involving Australian and Chinese teachers seeks to characterise teachers’ capacity to help students connect arithmetic learning and emerging algebraic thinking. The study is based on questionnaire given to Australian and Chinese teachers, comprising seven students’ solutions of subtraction sentences. Teachers’ responses to th...

摘要：世界经济结构正经历巨大的转型，具体表现为农业所占GDP 的比例显著下降，而制造业，尤其是服务业则不断 提高．中国、澳大利亚与美国是3 个具有代表性的国家，经济上的这种变化对教育以及数学课程都产生了影响，反映了当今 社会中对人们所需的“数学素养”的全新要求．中国、澳大利亚与美国义务教育阶段国家级数学课程都强调了“统计思想” 与“关系性思维”这两个重要内容．