Creating Shareable Teaching Materials: Chinese Expert Teachers Meet the U.S. Textbook Lessons

• In Event: Supporting Teaching and Learning in Mathematics

Abstract

This study aims to create sharable teaching materials to enhance student learning. The lack of high-quality mathematics teaching materials in the U.S. has resulted in large variation of learning outcomes. Existing studies indicate that Chinese teachers generally possess profound mathematical knowledge, and through international collaboration, can provide instructional insights. This study invites four Chinese expert teachers to develop and implement lesson plans, using a U.S. mathematics textbook, to examine how and to what extent Chinese teachers enhance the levels of cognitive engagement in teaching. Using the ICAP framework (Passive < Active < Constructive < Interactive) to analyze data, this study identifies unique features of Chinese mathematics teachers in their planning and teaching. Implications and future research directions are discussed.

Authors

• Meixia Ding, Temple University
  Presenting Author

• Xuejing Xu, Temple University
  Presenting Author

• Wei Chen, Nanjing Xiao Zhuang Normal University
  Non-Presenting Author

• Rahma F. Goran, Temple University
  Presenting Author