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Images Donate icon An illustration of a heart shape Donate Ellipses icon An illustration of text ellipses. An important factor in judging teachers has been the success of their students on high school and college entrance exams, but more recently and in the larger cities, other aspects of teacher performance are being assessed. For example, peer evaluations and student evaluations are becoming more important.
Mathematics education in China has been undergoing important changes in recent years. Reform efforts patterned in part on the standards. Hongyan Zhao, a master teacher at the upper secondary school attached to Tsinghua University in Beijing, described a busy but not unusual day in her life as a teacher. She arrived at the school at a. First, she went over the lesson plan before going to class, reviewing the best way to teach her students about linear equations. She then taught a lesson to a class of grade 12 students, with the first part of the lesson being teacher-oriented, and the second part, student-oriented.
She then taught a lesson to grade 11 students, part of which involved letting them enclose various rectangles with rope. When the conditions were complicated, they could use their knowledge of equations to get the length and width of the rectangle to finish the tasks. Next, she observed a class taught by a young teacher who had been teaching for 3 years. I found that most students listened carefully, but I still found a few stu.
For example, Chinese classrooms traditionally have been organized in such a way that student discussion is difficult, but Chinese teachers have come to recognize that student discussions can benefit learning for additional information on Chinese student learning, see Cai and Cifarelli, As a result, Chinese teachers have begun to encourage students to participate in discussions, even though their classrooms are not set up for such discussions.
I exchanged opinions with the teacher after class and showed him another proof and talked with him on how to improve the effectiveness of the lecture in class. I talked with those who had more difficulties with it. Next, she attended a group activity to prepare lessons, part of which was devoted to helping one of the younger teachers learn how to give students individual help based on their level of understanding.
She then attended a lesson-preparing activity in the nearby lower secondary school. Finally, she attended a meeting in her school, where she gave two assignments to fellow teachers. One was to ask each teacher to write a summary of the work done in the previous semester. The other was to write the work plan for the next semester. At the same time, the focus on student achievement remains very high in Chinese mathematics classrooms.
Ma expressed the opinion that in the United States, teachers want to make their students happy in the present. But in eastern countries, teachers want their students to be happy in the future, which means that they need to work hard in school. In , Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China , which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students.
Later that year, Roger Howe, a member of the U. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.
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