Yiming Cao

• Group Leader at Beijing Normal University

Wide developments in technology provide major changes and opportunities for digital mathematics textbooks. In this context, the swift incorporation of digital textbooks into educational frameworks explores the potential and limitations of enriching mathematical understanding and instructional methodologies. Therefore, this research aimed to analyze...

Science, technology, engineering, arts, and mathematics (STEAM) has gained increasing attention for its potential to enhance student learning experiences, critical thinking, and problem-solving skills. However, implementing STEAM in mathematics education presents numerous challenges. This study examines the factors that influence mathematics teache...

Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust in AI, and dependency on these technologies among mathematics teachers can significantly influenc...

Teacher professional development training specifically aims to enhance the abilities to support teaching and learning activities that promote complex skills among students in the 21st century. The Chinese government has implemented this program at various levels, from school to the national level. However, there is still a dearth of investigation o...

Integrating AI Chatbots into teaching and learning activities is a growing trend, and understanding the readiness of preservice mathematics teachers to use AI Chatbots is crucial for successful implementation in educational settings. This study examines the factors influencing the adoption of AI Chatbots by preservice mathematics teachers in China,...

In this chapter, we report findings from a study of five groups’ interactions and task completion process to examine how students solve a mathematical task collaboratively through group work. Five groups in one class were recruited. The video recording and transcripts of students involved with collaborative mathematics tasks were analysed. We first...

Collaborative problem solving (CPS) was first assessed in PISA 2015, calling for more attention on Collaborative problem solving competency globally. In this chapter, I introduce the research background and list the research questions for the whole book. In the literature review, the history and operational definition of CPS as well as research val...

This chapter is divided into five sections. In the first, Mogens Niss addresses the case of a partially successful curriculum reform in Denmark. It is the KOM Project (that began in 2000) which developed a theoretical proposal that sought to respond to specific difficulties in the transition between various cycles of education including higher educ...

Teacher scaffolding is crucial to promote students’ cooperative learning processes, but little is known about the cognitive attention underlying teachers’ scaffolding behavior. This study aims to investigate the scaffolding behavior teachers exhibit while intervening in students’ cooperative learning and to explore the relation between teachers’ sc...

The purpose is to use statistical methods to analysis some female data, trying to figure out what physiological factors will affect the occurrence of diabetes on female and how. Method: using dataset from “AKSHAY DATTATRAY KHARE” in Kaggle, which comes from the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) in original. In...

This study examined the relations between Chinese students’ filial piety beliefs and mathematics procrastination and the mediating role of academic emotions in the relations. Analysis of data on 1,476 primary school students in China with structural equation modeling revealed that students’ reciprocal and authoritarian filial piety beliefs were pos...

Over the last few decades, classroom interaction has become a main focus of educational studies. This paper reviews recent classroom interaction studies specifically for mathematics education, which provide multiple perspectives. Three lines of research are reviewed in this paper based on the study aims: studies examining how classroom interaction...

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a develo...

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of m...

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers’ propositional knowledge and their classroom teaching practice in the collaborative school context using th...

In this study we aimed to capture the characteristics of Chinese high-quality lessons from a lesson structure perspective, specifically addressing the elements of teaching activity and their sequence. Sixteen videotaped middle school mathematics lessons were selected from 224 daily lessons collected from urban districts in five cities located in th...

The 21st century allows the use of e-books to substitute printed books in educational context, thereby adapt teaching and learning to the potentialities of our digital era. Several studies examined the effect of mathematics e-books compared to traditional printed books on students' mathematics achievement, however, the results are still inconclusiv...

Teacher noticing can be an important element in improving teaching and students’ mathematical success. While the focus of the international project Learning from Lesson s was on teacher learning, in this paper we report what mathematics teachers noticed and claimed to learn through the process of planning, teaching, and reflecting on their lessons....

In the last decade, micro-lectures have been widely used to teach mathematics, but only a few studies have examined the factors affecting teachers’ intentions of using micro-lectures. As teachers are key to integrating modern technologies such as micro-lectures into students’ learning processes, knowledge about teachers’ intentions in this regard c...

Purpose This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection j...

In this paper, we report on the cross-cultural comparative analysis that was undertaken as part of the Social Unit of Learning project investigating student collaborative problem solving in China and Australia. The video-based research examined the ‘negotiative foci’ of dyadic student interaction during collaborative problem solving within the math...

In this paper we report on a case study involving four Chinese students; the aim of the study was to develop a conceptual framework for investigating student participation in a collaborative task in mathematics. Building on previous research on student participation, we defined student participation in a collaborative task in mathematics as the pro...

It is difficult for teachers to achieve sustainable professional development without support from other teachers. Many researchers have stated that teachers regard informal interactions in daily practice as crucial to learning from one another. In this paper, we present a study in which we investigated informal interactions between Chinese middle s...

This paper reports on a coding framework for categorizing different forms of mathematics teacher in-class learning. Utilizing a research design that stimulates teachers' reflection on their lesson planning and teaching, a coding framework was developed as par of this international project to categorize teachers' interview statements in relation to...

This study investigated how teachers in China perceived the effects of online instruction on mathematics learning and examined the challenges they encountered when the country shifted to online instruction during the COVID-19 pandemic. We interviewed 152 mathematics teachers from 20 cities (municipalities) or provinces in China and adopted the four...

The aim of this paper is to present an investigation of Chinese mathematics teachers’ daily interactions and collaborations in middle school. Some preliminary results will be reported on the different groups that teachers choose to involve in discussion, the content of teachers’ daily interactions and a comparison among teachers from different citi...

It is difficult for curriculum reform to achieve sustainable success without support from teachers in the front line. The authors of this paper investigated teacher factors behind the successful implementation of a reformed instructional model, the Dao Jiang Ping (DJP) model, in China. This study is part of a longitudinal project (2012–2017) that r...

This is a study of four student group of Chinese students working collaboratively in an open-ended task. The changing of discussion topics that serving for solving the problem had then been traced to understand the content of group discussion. Positioning theory was used to create categories for analysing students’ interactions. The use of position...

Mathematical thinking (MT) has been one of the most important goals for mathematics education as it can support sustainable mathematics learning. Its role in school mathematics has recently been explicitly identified as one of “Four Basics” in the latest national curriculum standard for compulsory education, which is seen as one of the prominent fe...

This study aims to reveal features of student talk over a sequence of consecutive mathematics lessons in a large-size class in mainland China. By examining the time allocation for student talk and the number of Chinese characters spoken by the students, this study finds that, in some of the lessons observed, student talk added up to a longer durati...

This study investigates the teaching and learning of single-digit whole number multiplication in China. Analysis of data from documents, classroom teaching, and semi-structured interviews revealed three salient characteristics of emphasizing oral calculation, calculation speed, and understanding across standards, textbook and classroom practices. I...

This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use...

基于认知诊断理论， 讨论教师对学生数学学业成就的影响。结果表明: 教师对于学生在几何领域学业的 影响大于代数领域。教师在课堂教学中使用的数学任务的最高认知需求水平在一定程度解释了上述教师影响， 特 别是解释了教师对学生在高认知水平学业的影响Based on cognitive diagnose theory， try to deeply discuss on mathematics teacher effect on students’achievement． The results indicated teacher affect students’achievement on different cognitive level of algebra and geometry， it is...

Begin with a part introducing the general system of qualifying and assessing teachers in China, this chapter then mainly investigates the school-based activities that affect the professional development of mathematics teachers, including: the teaching research group, the lesson plan group, class observation and assessment and the master-apprentice...

This chapter reports a video-based analysis that examined lesson structure, teaching behavior, and learning behavior in Chinese mathematics classrooms. In particular, mathematics lesson structure refers to classroom activities and the sequences and procedures by which teachers and students complete them. To analyze teaching behavior, two typical te...

This book intends to provide a comprehensive introduction to the status of development of Chinese mathematics education in the 21st century. To this end, the book summarizes and presents the research and practices of Chinese mathematics education in the following aspects: (1) characteristics of Chinese school mathematics curriculum and textbooks, (...

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking “What must a teacher already know in order to practice effectively?”, this project asks “What might a teacher learn through their activities in the classroom and how might this learning be optimised?” In this project, controlled conditions...

Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question “How do we optimise social interaction for the promotion of learning in a mathematics classroom?” Employing the logic of multi-theoretic research design, this project u...

This study examines the difficulty level of mathematics textbooks in junior secondary schools in China, the USA, South Korea, Singapore, and Japan. The analysis uses a novel framework which focuses on content breadth, content depth, difficulty level of worked examples, and difficulty level of exercises. Based on the analysis of five selected topics...

Springer open access from https://www.springer.com/gp/book/9783319336657

This study examined how Chinese educators and teachers implement curriculum reform in mathematics classrooms, through an example of the reform in one district in China that is promoting a reformed instructional model called the DJP model. The data used in this study came from a project that followed teachers in this district for two years. By analy...

Available from Springer Open : http://link.springer.com/book/10.1007%2F978-3-319-33666-4

This topical survey establishes an overview of the current state of the art in technology use in mathematics education from an international perspective, including both practice-oriented experiences and research-based evidence. Three themes are discussed: Evidence for effect; Digital assessment; Communication and collaboration. Exploiting the oppor...

In the present study, the changes of mathematics teachers` verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in...

The purpose of this study was to compare U.S. and Chinese urban teachers’ knowledge using the measure Mathematical Knowledge for Teaching (MKT) developed in US. We selected the items according to the Chinese context, and then adapted the items using a framework developed by Delaney et al. and Kwon et al. We administrated the adapted Mathematical Kn...

This study selected 55 junior high school mathematics teachers and nearly 2,000 students from three representative school districts to start a two-year follow-up investigation, then explored the impact of teachers’ information technology (IT) use on students’ mathematics achievement by hierarchical linear model which taking students’ achievement in...

Cooperative learning has been emphasized in China since the initiation of curriculum reform in mathematics. In recent years, many mathematics teachers in China have begun to investigate how cooperative learning could be employed in classrooms with more than 50 students. In this study, a teacher intervention was operationally defined as a sequence o...

The Senior Secondary Australian Mathematics Curriculum, as the national curriculum for the first time in senior secondary level, was released in December, 2012. There are four different Mathematics subjects in the Senior Secondary Australian Mathematics Curriculum, which is designed to satisfy the needs of four different groups of students. In each...

As we know, the front is where the teacher’s desk, blackboard and/or a projection screen are located. In this chapter we focus on classroom episodes with “Students at the Front” as an event in which “a student presents information publicly in written form, sometimes accompanied by verbal interaction between the student and the teacher or other stud...

本文使用MAXQDA软件对中国、日本、韩国、新加坡、英国、法国、德国、俄罗斯、芬兰、荷兰、美国、加拿大、南非和澳大利亚小学初中数学课标文本中关于信息技术使用进行编码，在信息技术使用的比重、学段、种类和内容领域四方面进行了比较、分析。结果表明，信息技术的使用在各国课标中体现出一定的区域差异，其中，澳大利亚、法国、英国和中国课标综合表现突出，且各具特点。希望通过此国际比较对我国今后的教育信息化发展及课程改革提供参考性建议。

The study investigated the mathematics curricula standards set by the governments in China, Australia(Victoria) and Finland in the aspects of the amount of content statements, the structure of content areas, level of details, level of requirement, the distribution of content, and the changes of content areas. The results show that China's mathemati...

The pursuit of commensurability in international comparative research by imposing general classificatory frameworks can misrepresent valued performances, school knowledge and classroom practice as these are actually conceived by each community and sacrifice validity in the interest of comparability. The " validity-comparability compromise " is prop...

Based on the videos of LPS (The Learner's Perspective Study) and TIMSS1999, this paper has made quantitative analysis of utterances during mathematics lessons in Chinese mainland (Beijing and Shanghai). According to the comparison of the results of our work and other existing studies, the differences of opportunities of talk in mathematics lessons...