Volume 54, Issue 3 | ZDM – Mathematics Education

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Volume 54, Issue 3

June 2022

Mathematics Learning in Chinese Contexts

Issue Editors:

Jinfa Cai,
Yingkang Wu,
Qimeng Liu,
Meixia Ding

21 articles in this issue

Mathematics learning in Chinese contexts
Meixia Ding
Yingkang Wu
Jinfa Cai
Survey Paper 11 June 2022 Pages: 477 - 496
Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving
Ling Zhang
Jinfa Cai
Furong Guo
Original Article 05 January 2022 Pages: 497 - 512
Chinese language and students’ mathematics learning: a meta-analysis
Hong Lu
Frederick K. S. Leung
Zhengcheng Fan
Original Paper 18 February 2022 Pages: 513 - 528
Different cognitive mechanisms for process-open and process-constrained problem solving
Li Wang
Jieying Zeng
Xinlin Zhou
Original Paper 28 May 2022 Pages: 529 - 541
Mathematical metacognitive characteristics of Chinese middle school students in efficient mathematics learning
Guangming Wang
Yiming Zhen
Baorui Cui
Original Paper 12 May 2022 Pages: 543 - 554
The impact of illustrations on solving mathematical word problems for Chinese primary school students: evidence for a split attention effect on eye-movement research
Xiaoting Wang
Wu Kang
Longxi Li
Original Paper 19 April 2022 Pages: 555 - 567
Opportunities and challenges of mathematics learning in Taiwan: a critical review
Kai-Lin Yang
Hui-Yu Hsu
Ying-Hao Cheng
Original Paper 15 January 2022 Pages: 569 - 580
Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights
Yan Zhu
Gabriele Kaiser
Original Paper Open access 24 March 2022 Pages: 581 - 593
Exploring Shanghai students’ mathematics learning as related to content presentation in textbooks: the case of the commutative property of addition
Xingfeng Huang
Yu Xiao
Yeping Li
Original Paper 20 April 2022 Pages: 595 - 609
Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools
Lianghuo Fan
Jietong Luo
Shuhui Li
Original Paper Open access 29 April 2022 Pages: 611 - 624
The trajectory of Chinese mathematics textbook development for supporting students’ interest within the curriculum reform: a grade eight example
Jian Liu
Qimeng Liu
Zhikun Zhang
Original Paper 14 May 2022 Pages: 625 - 637
Contradiction and its solutions in the mathematics teacher–researcher partnership: an activity theory perspective
Chunxia Qi
Xiaomei Liu
Qi Huang
Original Paper 16 April 2022 Pages: 639 - 652
Characteristics of Chinese high-quality mathematics lessons from a lesson structure perspective
Xinlian Li
Shu Zhang
Yiming Cao
Original Paper 17 May 2022 Pages: 653 - 664
Does school teaching experience matter in teaching prospective secondary mathematics teachers? Perspectives of university-based mathematics teacher educators
Yingkang Wu
Jinfa Cai
Original Paper 05 March 2022 Pages: 665 - 678
Mathematicians’, mathematics educators’, and mathematics teachers’ professional conceptions of the school learning of mathematical modelling in China
Binyan Xu
Xiaoli Lu
Jiansheng Bao
Original Paper 15 April 2022 Pages: 679 - 691
Understanding Chinese mathematics teaching: how secondary mathematics teachers’ beliefs and knowledge influence their teaching in mainland China
Qiaoping Zhang
Original Paper 06 March 2022 Pages: 693 - 707
Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement
Yehui Wang
Kexin Qin
Tao Xin
Original Paper 05 April 2022 Pages: 709 - 720
Teacher learning about collaborative learning: a case study
Danyang Li
Meixia Ding
Jinfa Cai
Original Paper 24 March 2022 Pages: 721 - 735
Does private supplementary tutoring matter in Chinese students’ learning of mathematics: a longitudinal study
Yuhuan Zhang
Chengcheng Cui
Lidong Wang
Original Paper 17 March 2022 Pages: 737 - 747
Correction to: Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools
Lianghuo Fan
Jietong Luo
Shuhui Li
Correction Open access 21 May 2022 Pages: 749 - 749
Correction to: Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition
Yannis Thomaidis
Constantinos Tzanakis
Correction 02 June 2022 Pages: 751 - 751