• Research in Mathematical Education
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• v.16 no.3
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• pp.177-194
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• 2012

What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

• Research in Mathematical Education
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• v.14 no.4
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• pp.333-345
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• 2010

This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.

• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.205-213
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• 2006

In this research, we interviewed primary school teachers and students with hypothetical situations questions and got a comprehensive picture of the status quo of what is happening in the new mathematics classrooms of Mainland China, that is, teachers' conceptions of mathematics and their teaching approaches influence the students' conceptions of mathematics to a large extent. For the teacher who emphasizes the precision and rigidity of mathematics, her students focus on the superficial characteristics of mathematics. On the contrary, for the teacher who believes that mathematics is an open process, related to real life and rich in content, her students are more interested in mathematics and have more diverse conceptions.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.