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Beyond Shanghai and PISAcognitive an...

Lu, Xiaoli.

Beyond Shanghai and PISAcognitive and non-cognitive competencies of Chinese students in mathematics /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beyond Shanghai and PISAedited by Binyan Xu, Yan Zhu, Xiaoli Lu.
其他題名:	cognitive and non-cognitive competencies of Chinese students in mathematics /
其他作者:	Xu, Binyan.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	xxi, 364 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	MathematicsStudy and teachingChina.
電子資源:	https://doi.org/10.1007/978-3-030-68157-9
ISBN:	9783030681579$q(electronic bk.)

Beyond Shanghai and PISAcognitive and non-cognitive competencies of Chinese students in mathematics /
Beyond Shanghai and PISAcognitive and non-cognitive competencies of Chinese students in mathematics /[electronic resource] :edited by Binyan Xu, Yan Zhu, Xiaoli Lu. - Cham :Springer International Publishing :2021. - xxi, 364 p. :ill., digital ;24 cm. - Research in mathematics education,2570-4729. - Research in mathematics education..

Chapter 1: From "Two Basics", to "Four Basics" and to "Core Mathematics Competencies" in China Mainland -- Chapter 2: What Can PISA Tell us About Shanghai Students' Performance in Mathematics? -- Chapter 3: Toward a Framework of Core Mathematics Competencies in China -- Chapter 4: Mathematical Problem Posing: Conceptual Development and Empirical Investigation -- Chapter 5: Mathematical Problem Solving: Conceptual Development and Empirical Investigation -- Chapter 6: Mathematical Reasoning: Conceptual Development and Empirical Investigation -- Chapter 7: Mathematical Representation: Conceptual Development and Empirical Investigation -- Chapter 8: Mathematical Modelling: Conceptual Development and Empirical Investigation -- Chapter 9: Mathematical Communication: Conceptual Development and Empirical Investigation -- Chapter 10: Mathematical Disposition: Conceptual Development and Empirical Investigation -- Chapter 11: Anxiety in Mathematics Learning -- Chapter 12: Commentary 1 -- Chapter 13: Commentary 2 -- Chapter 14: Commentary 3 -- Chapter 15: Summary and Conclusion.

This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master's or doctoral level.

ISBN: 9783030681579$q(electronic bk.)

Standard No.: 10.1007/978-3-030-68157-9doiSubjects--Topical Terms:

296658
Mathematics
--Study and teaching--China.

LC Class. No.: QA14.C6 / B49 2021

Dewey Class. No.: 510.71

Beyond Shanghai and PISAcognitive and non-cognitive competencies of Chinese students in mathematics /
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505 0 $a Chapter 1: From "Two Basics", to "Four Basics" and to "Core Mathematics Competencies" in China Mainland -- Chapter 2: What Can PISA Tell us About Shanghai Students' Performance in Mathematics? -- Chapter 3: Toward a Framework of Core Mathematics Competencies in China -- Chapter 4: Mathematical Problem Posing: Conceptual Development and Empirical Investigation -- Chapter 5: Mathematical Problem Solving: Conceptual Development and Empirical Investigation -- Chapter 6: Mathematical Reasoning: Conceptual Development and Empirical Investigation -- Chapter 7: Mathematical Representation: Conceptual Development and Empirical Investigation -- Chapter 8: Mathematical Modelling: Conceptual Development and Empirical Investigation -- Chapter 9: Mathematical Communication: Conceptual Development and Empirical Investigation -- Chapter 10: Mathematical Disposition: Conceptual Development and Empirical Investigation -- Chapter 11: Anxiety in Mathematics Learning -- Chapter 12: Commentary 1 -- Chapter 13: Commentary 2 -- Chapter 14: Commentary 3 -- Chapter 15: Summary and Conclusion.
520 $a This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master's or doctoral level.
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