Titlebook: Beyond Shanghai and PISA; Cognitive and Non-co Binyan Xu,Yan Zhu,Xiaoli Lu Book 2021 The Editor(s) (if applicable) and The Author(s), under

水槽

2570-4729 ematics learning.Focuses on both cognitive and non-cognitive.This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a

羽毛长成

Benito Mendoza,Peng Xu,Limin Songed from a tradition of mathematics teaching in mainland China known as ‘Two Basics’. ‘Core mathematics competencies’ include mathematical abstraction, logical reasoning, mathematical modelling, intuitive imagination, mathematical operation and data analysis. The ‘Four Basics’ advocates attaching imp

exceptional

Basilar-Artery

Coromoto León,Gara Miranda,Carlos Seguraearch and in consideration of talent development goals in China and the country’s mathematics education characteristics, the study takes into account three phases of mathematical activities, namely, mathematisation of real situations, logical organisation of mathematical materials, and application o

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Fabric

飞行员

https://doi.org/10.1007/978-3-319-39768-9hematical representations help students understand concepts, relate the mathematics used in their own problem-solving processes, and grasp connections between mathematical concepts. The purpose of this study is to investigate how the three functions of mathematical representations have changed in th

蜡烛

https://doi.org/10.1007/978-3-319-39768-9ational educational organizations and educators as an indicator of students’ mathematical ability. The intent of this study was to use literature analysis as the basis for an evaluation framework for the mathematical representation competencies of students at certain stages of compulsory education.

步兵

Lars E. Sjöberg,Mehdi S. Shafiei Joudnto the changing trend of reasoning-and-proving competency in the Chinese mathematics curriculum, the mathematics curricular programmatic documents for junior secondary education in mainland China since 1923 were selected and reviewed. From the content analysis and the review of historical documents