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020 _a9783030681579
024 7 _a10.1007/978-3-030-68157-9
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040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
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041 _aENG
050 4 _aQA10.92-20
072 7 _aJNU
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072 7 _aEDU029010
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072 7 _aJNU
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072 7 _aPB
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082 0 4 _a510.71
_223
245 1 0 _aBeyond Shanghai and PISA
_h[electronic resource] :
_bCognitive and Non-cognitive Competencies of Chinese Students in Mathematics /
_cedited by Binyan Xu, Yan Zhu, Xiaoli Lu.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aXXI, 364 p. 90 illus., 59 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aResearch in Mathematics Education,
_x2570-4737
505 0 _aChapter 1: From “Two Basics”, to “Four Basics” and to “Core Mathematics Competencies” in China Mainland -- Chapter 2: What Can PISA Tell us About Shanghai Students’ Performance in Mathematics? -- Chapter 3: Toward a Framework of Core Mathematics Competencies in China -- Chapter 4: Mathematical Problem Posing: Conceptual Development and Empirical Investigation -- Chapter 5: Mathematical Problem Solving: Conceptual Development and Empirical Investigation -- Chapter 6: Mathematical Reasoning: Conceptual Development and Empirical Investigation -- Chapter 7: Mathematical Representation: Conceptual Development and Empirical Investigation -- Chapter 8: Mathematical Modelling: Conceptual Development and Empirical Investigation -- Chapter 9: Mathematical Communication: Conceptual Development and Empirical Investigation -- Chapter 10: Mathematical Disposition: Conceptual Development and Empirical Investigation -- Chapter 11: Anxiety in Mathematics Learning -- Chapter 12: Commentary 1 -- Chapter 13: Commentary 2 -- Chapter 14: Commentary 3 -- Chapter 15: Summary and Conclusion.
520 _aThis 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 focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master’s or doctoral level.
650 0 _aMathematics—Study and teaching .
650 0 _aLearning, Psychology of.
650 0 _aInternational education .
_91406
650 0 _aComparative education.
650 0 _aEducational tests and measurements.
650 1 4 _aMathematics Education.
650 2 4 _aInstructional Psychology.
650 2 4 _aInternational and Comparative Education.
_91411
650 2 4 _aAssessment and Testing.
700 1 _aXu, Binyan.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92262
700 1 _aZhu, Yan.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92263
700 1 _aLu, Xiaoli.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92264
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030681562
776 0 8 _iPrinted edition:
_z9783030681586
776 0 8 _iPrinted edition:
_z9783030681593
830 0 _aResearch in Mathematics Education,
_x2570-4737
856 4 0 _uhttps://doi.org/10.1007/978-3-030-68157-9
942 _2ddc
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