Abstract
It is a paradoxical phenomenon that a seemingly unfavorable learning environment, such as the large-size classrooms dominated with traditional lecture-oriented instruction in China, produces high-achieving students in school mathematics (Fan & Zhu, 2004; Stevenson, Chen, & Lee, 1993). Some researchers have thus examined how Chinese students learn mathematics (Fan, Wong, Cai, & Li, 2004), and what Chinese mathematics classrooms look like (Huang, 2006; Huang & Leung, 2004; Huang & Li, 2009; Li & Huang, 2012; Lopez-Real, Mok, Leung, & Marton, 2004; Stevenson & Lee, 1995).
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Huang, R., Li, Y. (2014). Promoting Mathematical Understanding. In: Leung, F.K.S., Park, K., Holton, D., Clarke, D. (eds) Algebra Teaching around the World. Series Preface. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-707-0_12
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DOI: https://doi.org/10.1007/978-94-6209-707-0_12
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