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Problem solving in Chinese mathematics education: research and practice

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Abstract

This paper is an attempt to paint a picture of problem solving in Chinese mathematics education, where problem solving has been viewed both as an instructional goal and as an instructional approach. In discussing problem-solving research from four perspectives, it is found that the research in China has been much more content and experience-based than cognitive and empirical-based. We also describe several problem-solving activities in the Chinese classroom, including “one problem multiple solutions,” “multiple problems one solution,” and “one problem multiple changes.” Unfortunately, there are no empirical investigations that document the actual effectiveness and reasons for the effectiveness of those problem-solving activities. Nevertheless, these problem-solving activities should be useful references for helping students make sense of mathematics.

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Acknowledgments

During the process of writing this paper, a number of friends provided helpful feedback and insightful information. They are: Rongjin Huang, Koon Shing Frederick Leung, Shiqi Li, Yeping Li, Chunxia Qi, Man Keung Siu, Xuhua Sun, Ngai-Ying Wong, Dianzhou Zhang, and Yuxin Zheng. Their help is greatly appreciated. We are also grateful for helpful feedback provided by Tony Freedman and Alan Schoenfeld on earlier versions of this paper. However, authors are the ones responsible for any errors.

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  1. Department of Mathematical Sciences, University of Delaware, 523 Ewing Hall, Newark, DE, 19716, USA

    Jinfa Cai & Bikai Nie

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  1. Jinfa Cai
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Cai, J., Nie, B. Problem solving in Chinese mathematics education: research and practice. ZDM Mathematics Education 39, 459–473 (2007). https://doi.org/10.1007/s11858-007-0042-3

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