Abstract
This chapter presents the experiences of two mathematics teachers at the middle school level (one from Toronto, Canada, and one from Chengdu, China) collaboratively planning and teaching a linear lesson in a Chinese classroom. Drawing on their collaborative experiences in planning and teaching, we asked the teachers to reflect on their respective approaches to teaching as well as other influential factors. Data was collected from a variety of resources, including the chat history between the teachers commencing with lesson planning on WeChat, the lesson plan, the PowerPoint slides, the videotaped lesson, post-lesson teacher interviews, and the written reflections from each teacher. This chapter emphasizes the importance of teacher voice and practical experiences in constructing professional and pedagogical knowledge to improve teacher practice.
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Chen, Y. (2020). Reciprocal Learning Between Chinese and Canadian Middle School Mathematics Teachers. In: Zhu, S.C., Xie, S., Ma, Y., McDougall, D. (eds) Reciprocal Learning for Cross-Cultural Mathematics Education . Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56838-2_8
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DOI: https://doi.org/10.1007/978-3-030-56838-2_8
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