Abstract
In this study, we aimed to examine features of mathematics classroom instruction excellence identified and valued through teaching contests in the Chinese mainland. By taking a case study approach, we focused on a prize-winning lesson as an exemplary lesson that was awarded the top prize in teaching contests at both the district and the city level. The analyses of the exemplary lesson itself revealed important features on the lesson’s content treatment, students’ engagement, and the use of multiple methods to facilitate students’ learning. These features are consistent with what the contest evaluation committees valued and what seven other mathematics expert teachers focused in their comments. The Chinese teaching culture in identifying and promoting classroom instruction excellence is then discussed in a broader context.
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Notes
All the names used here or in the other places of this article are pseudonyms.
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Acknowledgments
Special thanks go to the teacher who taught the exemplary lesson to share with us about himself, his lesson preparation and thinking in great details. The authors are grateful to the teaching contest organizers as well as participating Chinese mathematics educators and teachers for their time and contributions. We would also like to thank three reviewers and the journal editor for their thoughtful comments on prior drafts of this article.
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Li, Y., Li, J. Mathematics classroom instruction excellence through the platform of teaching contests. ZDM Mathematics Education 41, 263–277 (2009). https://doi.org/10.1007/s11858-009-0168-6
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DOI: https://doi.org/10.1007/s11858-009-0168-6