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Improving Mathematics Classroom Instruction through Exemplary Lesson Development: A Chinese Approach

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Transforming Mathematics Instruction

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

In this chapter, we aim to examine a popular approach to improving mathematics classroom instruction through exemplary lesson development in China. Features of a content-focused exemplary lesson are analyzed in detail, and a practicing teacher’s experience participating in the development of the exemplary lesson is also examined. The case study suggests that pursuing instruction excellence is a process of negotiating culturally valued teaching traditions and reform-oriented notions. The process of developing an exemplary lesson is of the features of deliberate practice, and the product of developing exemplary lesson forms a type of high-leverage practice. Finally, the implications of developing exemplary lessons for improving mathematics classroom instruction in China are discussed.

This chapter is built upon an article that formally appeared in ZDM: Huang, R. and Li, Y. (2009). Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: A case study. ZDM - The International Journal on Mathematics Education, 41, 297–309.

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Acknowledgments

We would like to thank Dr. Jianyue Zhang from the People’s Education Press in China for allowing us to use the exemplary lesson from their project. Thanks also go to Mr. Xuejun Li at Hangzhou Teaching Research Institute for helping collect relevant data. We are grateful to those participating master teachers for their time and views. We appreciate the editors and reviewers’ constructive suggestions on improving the paper. However, all the ideas presented in the paper, including inappropriate opinions, belong to the authors.

Author information

Authors and Affiliations

  1. Department of Mathematical Science, Middle Tennessee State University, MTSU Box 34, Murfreesboro, TN, 37132, USA

    Rongjin Huang

  2. Department of Teaching, Learning and Culture, Texas A&M University, MS 4232, College Station, TX, 77843-4232, USA

    Yeping Li

Authors
  1. Rongjin Huang
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  2. Yeping Li
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Corresponding author

Correspondence to Rongjin Huang .

Editor information

Editors and Affiliations

  1. Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas, USA

    Yeping Li

  2. School of Education, University of Michigan, Ann Arbor, Michigan, USA

    Edward A. Silver

  3. Dept. of Mathematics, East China Normal University, Putuo, China

    Shiqi Li

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Huang, R., Li, Y. (2014). Improving Mathematics Classroom Instruction through Exemplary Lesson Development: A Chinese Approach. In: Li, Y., Silver, E., Li, S. (eds) Transforming Mathematics Instruction. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-04993-9_14

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