Improving Mathematics Classroom Instruction through Exemplary Lesson Development: A Chinese Approach

2014 ◽  
pp. 231-252
Author(s):  
Rongjin Huang ◽  
Yeping Li
Keyword(s):  
Classroom Instruction ◽  
Mathematics Classroom ◽  
Lesson Development ◽  
Exemplary Lesson

Improving teachers’ expertise in mathematics instruction through exemplary lesson development

ZDM ◽  
2011 ◽  
Vol 43 (6-7) ◽  
pp. 805-817 ◽  
Author(s):  
Rongjin Huang ◽  
Yeping Li ◽  
Jianyue Zhang ◽  
Xuejun Li
Keyword(s):  
Mathematics Instruction ◽  
Lesson Development ◽  
Exemplary Lesson

Mathematics classroom instruction excellence through the platform of teaching contests

ZDM ◽  
2009 ◽  
Vol 41 (3) ◽  
pp. 263-277 ◽  
Author(s):  
Yeping Li ◽  
Jun Li
Keyword(s):  
Classroom Instruction ◽  
Mathematics Classroom

scholarly journals On the pregnance of bodily movement and geometrical objects: A post-constructivist account of the origin of mathematical knowledge

2014 ◽  
Vol 5 (1) ◽  
pp. 65-89 ◽  
Author(s):  
Wolff-Michael Roth
Keyword(s):  
Mathematical Knowledge ◽  
Classroom Instruction ◽  
Mathematics Classroom ◽  
Second Grade ◽  
3 Dimensional ◽  
Bodily Movement ◽  
New Knowledge ◽  
The World ◽  
Phenomenological Account ◽  
Bodily Movements

Abstract Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable ĝen-, ĝenә-, ĝnē-, ĝnō-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), are pregnant with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction

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