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This open access book provides key insights into the social fundamentals of learning and indications of social interactive modes conducive and restrictive of that learning in China. Combining theoretical and technical advances in an innovative research design, this book focuses on collaborative problem solving in mathematics to increase the visibility of social interactions in teachers' designing, students' learning and teachers' instructional intervention. It also explores students' cognitive and social interaction as well as teacher intervention in students' group collaboration.
Inhaltsverzeichnis
Introduction.- Chapter 1. Examining junior high school students' collaborative knowledge building based on the comparison of high & low performance groups' mathematical problem-solving.- Chapter 2. An investigation of student participation in a collaborative task in mathematics: Positioning and negotiation among four Chinese students.- Chapter 3. Research of individual authority and group authority relations in collaborative problem solving in middle school mathematics.- Chapter 4. A study on the characteristics of mathematical communication in junior high school students' collaborative problem solving.- Chapter 5. A study of conflict discourse in mathematical collaborative problem solving.- Chapter 6. Research on Student Interaction in Peer Collaborative Problem Solving in Mathematics.- Chapter 7. Differences between experienced and preservice teachers in noticing students' collaborative problem-solving processes.- Chapter 8. Teacher intervention in collaborative mathematics problem solving in secondary school.- Chapter 9. Research on the evaluation of students' collaborative problem solving.
Über den Autor / die Autorin
Cao Yiming is a distinguished professor in School of Mathematical Sciences at Beijing Normal University, China. He is also the leader of the revision group of compulsory education mathematics curriculum standard. During the past twenty years, he has explored how to support students' mathematics learning through teachers' development of high-quality instructional practices. He has worked with different school systems and teachers throughout China, the USA, Australia, Japan, Finland, and Germany. He also has research collaborations with scholars from the UK, Austria, Hungary, and Singapore. In 2018, he published a book The 21st Century Mathematics Education in China (Springer), which was co-edited with Frederick K.S. Leung and provided a comprehensive introduction to the status of development of Chinese mathematics education in the twenty-first century.
Bericht
The book masterfully integrates theoretical frameworks with empirical findings, offering insightful analyses and practical strategies for educators seeking to effectively implement CPS methodologies in their classrooms. Students collaborative problem solving in mathematics classrooms: an empirical study is a valuable resource for educators, researchers, and policymakers interested in advancing collaborative learning in mathematics education. The book s timely and relevant contribution to the field underscores the evolving landscape of education and the potential of collaborative learning to transform educational practices. (Fadhil Zil Ikram, M. Azhari Panjaitan, Zul Jalali Wal Ikram and Ariyanti Jalal, Educational Studies in Mathematics, Vol. 120 (1), 2025)
