The First Sourcebook on Asian Research in Mathematics Education

China, Korea, Singapore, Japan, Malaysia and India

Edited by:
Bharath Sriraman, University of Montana
Jinfa Cai, University of Delaware
Kyeonghwa Lee, Seoul National University
Lianghuo Fan, University of Southampton (UK)
Yoshinori Shimizu, University of Tsukuba
Chap Sam Lim, Universiti Sains Malaysia
K. Subramaniam, Tata Institute of Fundamental Research

A volume in the series: International Sourcebooks in Mathematics and Science Education. Editor(s): Bharath Sriraman, University of Montana.

In Press 2014

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem.

The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education.

The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.

CONTENTS

CHINA

1. Characterizing Mathematics Education in China: A Perspective on Improving Student Learning, Jinfa Cai and Stephen Hwang. PART I. CULTURE, TRADITION, AND HISTORY 2. “Zhi Yì Xíng Nán (Knowing Is Easy and Doing Is Difficult)” or Vice Versa? — A Chinese Mathematician’s Observation on History and Pedagogy of Mathematics (HPM) Activities, Man-Keung Siu. 3. The Application of the History of Mathematics in Mathematics Education in China, Zezhong Yang and Jian Wang. 4. Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China, Xuhui Li, Shiqi Li, and Dianzhou Zhang. PART II. ASSESSMENT AND EVALUATION 5. Factors Affecting Mathematical Literacy Performance of 15-Year-Old Students in Macao: The PISA Perspective, Kwok-Cheung Cheung. 6. Effect of Parental Involvement and Investment on Mathematics Learning: What Hong Kong Learned From PISA, Esther Sui Chu Ho. 7. Has Curriculum Reform Made a Difference in the Classroom? An Evaluation of the New Mathematics Curriculum in Mainland China, Yujing Ni, Qiong Li, Jinfa Cai, Kit-Tai Hau. PART III. CURRICULUM 8. The Evolution of Chinese Mathematics Textbooks for Primary and Secondary Schools in the 20th Century, Shi-hu Lv, Ting Chen, Aihui Peng, and Shangzhi Wang. 9. Mathematics Curriculum and Teaching Materials in China from 1950–2000, Jianyue Zhang, Wei Sun, and Arthur B. Powell. 10. Chinese Mathematics Curriculum Reform in the 21st Century: 2000-2010, Jian Liu, Lidong Wang, Ye Sun, and Yiming Cao. 11. Basic Education Mathematics Curriculum Reform in the Greater Chinese Region—Trends and Lessons Learned, Chi-Chung Lam, Ngai-Ying Wong, Rui Ding, Siu Pang Titus Li, Yun-Peng Ma. 12. Early Algebra in Chinese Elementary Mathematics Textbooks: The Case of Inverse Relations, Meixia Ding. 13. Characterizing Chinese Mathematics Curriculum: A Cross-National Comparative Perspective, Larry E. Suter and Jinfa Cai. PART IV. MATHEMATICAL COGNITION 14. Promoting Young Children’s Mathematical Thinking: Operational Math in Preschool, Zi-Juan Cheng. 15. Development of Mathematical Cognition in Preschool Children, Qingfen Hu and Jing Zhang. 16. Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning, Ping Yu, Wenhua Yu, and Yingfang Fu. 17. Mathematical Processing and the Mathematical Brain in China, Xinlin Zhou, Wei Wei, Chuansheng Chen, and Qi Dong. 18. Chinese Children’s Understanding of the Fraction Concept, Ziqiang Xin and Chunhui Liu. 19. The Teaching and Learning of Number Sense in Taiwan, Der-Ching Yang. PART V. TEACHING AND TEACHER EDUCATION 20. Comparing U.S. and Chinese Teachers’ Multidigit Division Knowledge, Shuhua An, Zhonghe Wu, and Song A. An. 21. Chinese Elementary Teachers' Mathematics Knowledge for Teaching: Roles of Subject Related Training, Mathematics Teaching Experience, and Current Curriculum Study in Shaping its Quality, Jian Wang. 22. Reviving Teacher Learning: Chinese Mathematics Teacher Professional Development in the Context of Educational Reform, Lynn W. Paine, Yanping Fang, and Heng Jiang. 23. Problem Solving in Chinese Mathematics Education: Research and Practice, Jinfa Cai, Bikai Nie, and Lijun Ye. 24. Developing a Coding System for Video Analysis of Classroom Interaction, Yiming Cao, Chen He, and Liping Ding. 25. Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective, Ida Ah Chee Mok, Xinrong Yang, and Yan Zhu. 26. The Status Quo and Prospects for Research on Mathematics Education for Ethnic Minorities in China, Hengjun Tang, Aihui Peng, Bifen Chen, Bo Yu, Yanping Huang, and Naiqing Song. 27. Why Always Greener on the Other Side? The Complexity of Chinese and U.S. Mathematics Education, Thomas E. Ricks. PART VI. TECHNOLOGY 28. SSP—A Chinese Software Application for the Teaching and Learning of Mathematics: Theoretical and Practical Perspectives, Chunlian Jiang, Jingzhong Zhang, and Xicheng Peng. 29. E-Learning in Mathematics Education, Siu Cheung Kong.

KOREA

30. Korean Research in Mathematics Education, Kyeong-Hwa Lee, Jennifer M. Suh, Rae Young Kim, and Bharath Sriraman. 31. A Review of Philosophical Studies on Mathematics Education, Jin Young Nam. 32. Mathematics Curriculum, Kyungmee Park. 33. Mathematics Textbooks, Jeong Suk Pang. 34. Using the History of Mathematics to Teach and Learn Mathematics, Hye Won Chang. 35. Perspectives on Reasoning Instruction in the Mathematics Education, Bo Mi Shin. 36. Mathematical Modeling, Yeong Ok Chong. 37. Gender and Mathematics, Eun Jung Lee. 38. Mathematics Assessment, Gwi Soo Na. 39. Examining Key Issues in Research on Teacher Education, Gooyeon Kim. 40. Trends in the Research of Teachers’ Beliefs About Mathematics Education, Dong-Hwan Lee.

SINGAPORE

41. Research in Singapore Mathematics Education: An Introduction, Lionel Mendoza, Swee Fong Ng, and Lianghuo Fan. 42. Mathematical Problem Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011): What’s Done and What More Can Be Done, Chan Chun Ming Eric. 43. Research on Singapore Mathematics Curriculum and Textbooks: Searching for Reasons behind Students’ Outstanding Performance, Yan Zhu and Lianghuo Fan. 44. Teachers’ Assessment Literacy and Student Learning in Singapore Mathematics Classrooms, Kim Hong Koh. 45. A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method, Swee Fong NG. 46. A Multidimensional Approach to Understanding in Mathematics among Grade 8 Students in Singapore, Boey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur.

MALAYSIA

47. Introduction to Malaysian Chapters, Lim Chap Sam, Kor Liew Kee, Chew Cheng Meng, and Bharath Sriraman. 48. Mathematics Education Research in Malaysia: An Overview, Chap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew. 49. Research Studies in the Learning and Understanding of Mathematics: A Malaysian Context, Parmjit Singh and Teoh Sian Hoon. 50. Numeracy Studies in Malaysia, Munirah Ghazali and Abdul Razak Othman. 51. Malaysian Research in Geometry, Cheng Meng Chew. 52. Research in Mathematical Thinking in Malaysia: Some Issues and Suggestions, Shafia Abdul Rahman. 53. Studies About Values in Mathematics Teaching and Learning in Malaysia, Sharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah. 54. Transformation of School Mathematics Assessment, Tee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau. 55. Mathematics Incorporating Graphics Calculator Technology in Malaysia, Liew Kee Kor. 56. Mathematics Teacher Professional Development in Malaysia, Chin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah.

JAPAN

57. Mathematics Education Research in Japan: An Introduction, Yoshinori Shimizu. 58. A Historical Perspective on Mathematics Education Research in Japan, Naomichi Makinae. 59. The Development of Mathematics Education as a Research Field in Japan, Yasuhiro Sekiguchi. 60. Research on Proportional Reasoning in Japanese Context, Keiko Hino. 61. Japanese Students’ Understanding of School Algebra: Algebra, Literal Symbols, and Quasi-Variables, Toshiakira Fujii. 62. Proving as an Explorative Activity in Mathematics Education: New Trends in Japanese Research Into Proof, Mikio Miyazaki and Taro Fujita. 63. Developments in Research on Mathematical Problem Solving in Japan, Kazuhiko Nunokawa. 64. Teaching and Learning Mathematics With Information and Communication Technology in Japan: The Case of Geometric Constructor, Yasuyuki Iijima. 65. “Inner Teacher”: The Role of Metacognition and Its Implication to Improving Classroom Practice, Keiichi Shigematsu. 66. Cross-Cultural Studies of Mathematics Classroom Practices, Yoshinori Shimizu. 67. Systematic Support of Life-Long Professional Development for Teachers through Lesson Study, Akihiko Takahashi.

INDIA

68. Introduction to the India Section, K. Subramaniam. 69. Evolving Concerns Around Mathematics as a School Discipline: Curricular Vision, Educational Policy and the National Curriculum Framework (2005), Farida Abdulla Khan. 70. The School Mathematics Project: An Account of a Mathematics Curriculum Development Project, Amitabha Mukherjee and Vijaya S. Varma. 71. Intervening for Number Sense in Primary Mathematics, Usha Menon. 72. Some Ethical Concerns in Designing the Upper Primary Mathematics Curriculum: A Report From the Field, Jayasree Subramanian, Mohammed Umar, and Sunil Verma. 73. Students’ Understanding of Algebra and Curriculum Reform, Rakhi Banerjee. 74. Professional Development Workshops for In-Service Mathematics Teachers in India, Ruchi S. Kumar, K. Subramaniam, and Shweta Naik. 75. Insights Into Students’ Errors Based on Data From Large Scale Assessments, Aaloka Kanhere, Anupriya Gupta & Maulik Shah. 76. Assessment of Mathematical Learning—Issues and Challenges, Shailesh Shirali. 77. Opportunities for Using Technology in Mathematics Classrooms, Jonaki Ghosh. 78. Mathematics Education in Precolonial and Colonial South India, D. Senthil Babu. 79. Representations of Numbers and the Indian Mathematical Tradition of Combinatorial Problems, Raja Sridharan and K. Subramaniam.