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ZDM

, Volume 49, Issue 7, pp 1023–1031 | Cite as

Understanding the Chinese approach to creative teaching in mathematics classrooms

  • Weihua Niu
  • Zheng Zhou
  • Xinlin Zhou
Original Article
First Online:

Abstract

Using Amabile’s componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted, activity-enriched lessons. It argues that creative mathematics teaching in the Chinese context is reference-based. There is a standard on what good teaching should look like and there is a greater emphasis on appropriateness in addition to novelty. Chinese mathematics classrooms are also mostly teacher-led, and Chinese teachers often spend a great deal of time to harness their creative teaching methods through various levels of professional development. The mechanism of exemplary mathematics lesson contest fosters collaborations among teachers on course preparation to achieve more effective mathematics teaching. Both features are consistent with the Chinese view of creativity. Implications are discussed.

Keywords

Creative teaching Mathematics Chinese classroom 
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Copyright information

© FIZ Karlsruhe 2017

Authors and Affiliations

  1. 1.Department of PsychologyPace UniversityNew YorkUSA
  2. 2.St. John’s UniversityNew YorkUSA
  3. 3.Beijing Normal UniversityBeijingPeople’s Republic of China

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