Abstract
This chapter reports a video-based analysis that examined lesson structure, teaching behavior, and learning behavior in Chinese mathematics classrooms. In particular, mathematics lesson structure refers to classroom activities and the sequences and procedures by which teachers and students complete them. To analyze teaching behavior, two typical teacher actions were selected: teachers’ heuristic explanations and teacher questioning. Learning behavior included students’ participation, their questioning, and their presentation.
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Special acknowledgments to Siyang Che, Hongyun Zou, and Yulin Zhuang for their agreement to sharing some of their research results on teacher questioning, student engagement, and student questioning.
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Cao, Y., Dong, L., Li, X. (2018). A Study of Mathematics Classroom Teaching in China: Looking at Lesson Structure, Teaching and Learning Behavior. In: Cao, Y., Leung, F. (eds) The 21st Century Mathematics Education in China. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-55781-5_10
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DOI: https://doi.org/10.1007/978-3-662-55781-5_10
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