Titlebook: Reciprocal Learning for Cross-Cultural Mathematics Education; A Partnership Projec Sijia Cynthia Zhu,Shu Xie,Douglas McDougall Book 2020 Th

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Reciprocal Learning Between Chinese and Canadian Middle School Mathematics Teachersped lesson, post-lesson teacher interviews, and the written reflections from each teacher. This chapter emphasizes the importance of teacher voice and practical experiences in constructing professional and pedagogical knowledge to improve teacher practice.

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Research on the Teaching of Understanding Mathematics Problems in Elementary Schoolsso improves the efficiency of solving problems and to consolidate knowledge. By examining Chinese and Canadian teachers’ teaching of problem solving, we can better understand what factors and conditions influence their teaching and what practices are most effective.

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Mathematics Curriculum in Ontario, Canada and Mainland Chinaarning from the curricula of other nations. In this chapter, we give an overview of the current mathematics curriculum used in the two jurisdictions. Ontario’s elementary mathematics curriculum was published in 2005 and covers grades one to eight while China’s elementary mathematics curriculum cover

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Mathematics Resources in Ontario, Canada and Mainland Chinalassrooms. An overview of the types of textbooks and how they are used by teachers in both Ontario, Canada and China is shared. Schools in Ontario select from a list of textbooks approved by the government. In China, the government provides a list of mandated textbooks for all subjects. Furthermore,

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Mrs. Smith and Mr. Jun’s Reciprocal Learning Partnershipchun, China and one teacher is from Toronto, Canada. The goal of this research was to better understand the cultural and educational perspectives of Canadian and Chinese mathematics educators and answer the question: What can Chinese and Canadian mathematics teachers learn from each other? Over a pe

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Mathematics Teachers’ Perspectives on Effective Learning Through Reflections on Their Experiences in learn in collaborative settings. It focuses on two mathematics teachers who participated in a longitudinal reciprocal learning project between Ontario, Canada and China. Over two school years, the teachers were engaged in various activities, such as online meetings, lesson exchange, and student exc