Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solutio...Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.展开更多
At the present time,new state compulsory standards for school education,standard curricula,and curricula have been developed.The programs of higher and postgraduate education do not take into account changes in educat...At the present time,new state compulsory standards for school education,standard curricula,and curricula have been developed.The programs of higher and postgraduate education do not take into account changes in educational curricula of secondary education.The future specialists of pedagogical universities are teachers of the school.Therefore,graduates of universities on pedagogical specialties,including scientific direction,should be profoundly aware of the content of subjects studied in secondary education.It is very important to understand the need to ensure the continuity of educational curricula of higher pedagogical and general secondary education in conditions of updating the content of education.The relevance of the research topic is due to the lack of continuity in the educational programs of higher pedagogical and general secondary education in conditions of updating the content of education;discrepancy of professional competences of young pedagogical staff,graduates of higher educational institutions,to the conditions of the updated content of school education;the lack of fundamental and applied research to date,considering the theoretical and methodological foundations for ensuring the continuity of natural science education in the“school-university”system in the context of updating the content of education;the need for the research in the context of the implementation of the State Program for the Development of Education of the Republic of Kazakhstan for 2016-2019,which indicates an increase in the prestige of the profession of teachers and an increase in their quality.These theoretical and methodological bases for ensuring the continuity of educational programs of higher pedagogical and secondary education in conditions of updating the content of education will make it possible to introduce changes in the educational curricula of higher and postgraduate education for the training of pedagogical personnel.展开更多
Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of na...Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of national mathematics curricula,organization of mathematics teaching,and evaluation objectives and methods due to different educational and learningcultures.China has made great achievements in mathematics education and student academic performance but has much to learn from England.展开更多
Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE o...Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE on English mathematics education.Certain positive impacts on mathematics teaching in England were found,especially regarding the formation of new knowledge concepts,the sharing of teachers’professional knowledge and the generation of practical knowledge.Furthermore,as a platform for two-way communication and cooperation between the two countries in teaching resources,the MTE program has proven to be an innovative way for the sharing of educational resources.Moreover,as the program improves and develops,its impacts on mathematics education in Western countries and beyond will continue to grow.展开更多
基金This research was supported by Grant GOA 2006/01“Developing adaptive expertise in mathematics education”from the Research Fund of the Katholieke Universiteit Leuven,Belgium.
文摘Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.
文摘At the present time,new state compulsory standards for school education,standard curricula,and curricula have been developed.The programs of higher and postgraduate education do not take into account changes in educational curricula of secondary education.The future specialists of pedagogical universities are teachers of the school.Therefore,graduates of universities on pedagogical specialties,including scientific direction,should be profoundly aware of the content of subjects studied in secondary education.It is very important to understand the need to ensure the continuity of educational curricula of higher pedagogical and general secondary education in conditions of updating the content of education.The relevance of the research topic is due to the lack of continuity in the educational programs of higher pedagogical and general secondary education in conditions of updating the content of education;discrepancy of professional competences of young pedagogical staff,graduates of higher educational institutions,to the conditions of the updated content of school education;the lack of fundamental and applied research to date,considering the theoretical and methodological foundations for ensuring the continuity of natural science education in the“school-university”system in the context of updating the content of education;the need for the research in the context of the implementation of the State Program for the Development of Education of the Republic of Kazakhstan for 2016-2019,which indicates an increase in the prestige of the profession of teachers and an increase in their quality.These theoretical and methodological bases for ensuring the continuity of educational programs of higher pedagogical and secondary education in conditions of updating the content of education will make it possible to introduce changes in the educational curricula of higher and postgraduate education for the training of pedagogical personnel.
文摘Highlights This study examines the China-England Mathematics Teacher Exchange program to identify and evaluate the differences in Chinese approach to mathematics education.There are numerous differences in terms of national mathematics curricula,organization of mathematics teaching,and evaluation objectives and methods due to different educational and learningcultures.China has made great achievements in mathematics education and student academic performance but has much to learn from England.
文摘Based on four longitudinal evaluation reports of the China-England Mathematics Teacher Exchange(MTE)and related materials provided by the Chinese and English program teams,this article analyzes the impact of the MTE on English mathematics education.Certain positive impacts on mathematics teaching in England were found,especially regarding the formation of new knowledge concepts,the sharing of teachers’professional knowledge and the generation of practical knowledge.Furthermore,as a platform for two-way communication and cooperation between the two countries in teaching resources,the MTE program has proven to be an innovative way for the sharing of educational resources.Moreover,as the program improves and develops,its impacts on mathematics education in Western countries and beyond will continue to grow.
