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Understanding the Chinese approach to creative teaching in mathematics classrooms

ZDM volume 49, pages 1023–1031 (2017)Cite this article

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.

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Authors and Affiliations

  1. Department of Psychology, Pace University, 41 Park, New York, NY, 10038, USA

    Weihua Niu

  2. St. John’s University, New York, USA

    Zheng Zhou

  3. Beijing Normal University, Beijing, People’s Republic of China

    Xinlin Zhou

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  1. Weihua Niu
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  2. Zheng Zhou
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  3. Xinlin Zhou
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Correspondence to Weihua Niu.

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Niu, W., Zhou, Z. & Zhou, X. Understanding the Chinese approach to creative teaching in mathematics classrooms. ZDM Mathematics Education 49, 1023–1031 (2017). https://doi.org/10.1007/s11858-017-0887-z

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  • DOI: https://doi.org/10.1007/s11858-017-0887-z

Keywords

  • Creative teaching
  • Mathematics
  • Chinese classroom