• Research in Mathematical Education
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• v.17 no.2
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• pp.79-97
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• 2013

This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.79-87
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• 2006

In this paper we investigated the influence on school students when they use graphing calculator for exploration, including their experience of exploration, their ability and attitudes. After using graphing calculator based mathematics exploration course, two students were interviewed and 162 students who finished the course in these years were investigated. The results show that graphing calculator is a useful tool to develop students' explorative ability. Most of students had positive attitudes to and were interested in making use of graphing calculator.

• Research in Mathematical Education
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• v.8 no.3
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• pp.157-173
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• 2004

The paper discusses the phenomenon of mathematical giftedness, especially manifested at early stages of life of future outstanding mathematicians, taken in its socio-cultural context. The authors suggest that the images of mathematical giftedness are formed differently in various cultural contexts and thus can imply different settings of the educational institutions that can accordingly ignore, encourage, or restrain the students considered gifted. The paper focuses on the cases of traditional mathematics in several Asian countries (China, Vietnam, and Japan) and of modem mathematics in Soviet Union/Russia in order to provide examples of different patterns of forming the image of mathematical giftedness and of the corresponding educational approaches.

• Research in Mathematical Education
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• v.13 no.1
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• pp.23-30
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• 2009

How to promote creativity for all students in mathematics education is always a hot topic for mathematics educators. Based on the theory study and practice in the project "Open-ended Questions in Mathematics" granted by Ministry of Basic Education Curriculum Study Center in China, the paper reported the effect of "Open-ended Questions in Mathematics" on the way to change the development of thinking ability, to inspire students to develop thinking flexibility, to expand their imagination, to stimulate their interest in learning, and to foster students' creativity.

• Journal for History of Mathematics
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• v.31 no.5
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• pp.223-234
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• 2018

Ancient Chinese mathematics education has a long history of more than 3,000 years, and many excellent mathematicians have been fostered. However, the systematic framework for teaching mathematics should be considered to be started from the Zhou Dynasty. In this paper, we examined the educational goals, trainees(learners), providers(educators), and contents in mathematics education in the ancient Chinese Zhou Han Dynasty, Tang Dynasty and Song Dynasty.

• Bulletin of the Korean Mathematical Society
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• v.44 no.4
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• pp.861-870
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• 2007

In this paper, under suitable conditions, we show that the new class of iterative process with errors introduced by Li et al converges strongly to the unique solution of the equation involving strongly accretive operators in real Banach spaces. Furthermore, we prove that it is equivalent to the classical Ishikawa iterative sequence with errors.

• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• East Asian mathematical journal
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• v.25 no.3
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• pp.343-378
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• 2009

In this paper, we investigate areas of plane figures (rectangle, equilateral triangle, trapezoid, circle, segment of a circle, ring) on GuJangSulHae and the other Sanhakseo, and elementary and middle school mathematics education in Korea and China.

• East Asian mathematical journal
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• v.26 no.2
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• pp.191-218
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• 2010

In this paper, we investigate areas of plane in some San Hak Seos, and elementary and middle school mathematics education in Korea and China.

• Research in Mathematical Education
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• v.12 no.3
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.