Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics-Reference-Cited by-同舟云学术

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Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics

Published:2018-05-04 Issue:4 Volume:50 Page:587-600
ISSN:1863-9690
Container-title:ZDM
language:en
Short-container-title:ZDM Mathematics Education

Author:

Lin Fou-Lai,Wang Ting-Ying,Chang Yu-Ping

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

http://link.springer.com/article/10.1007/s11858-018-0938-0/fulltext.html

Reference50 articles.

1. An, S. H. (2004). Capturing the Chinese way of teaching: The learning-questioning and learning-reviewing instructional model. In L.-H. Fan, N.-Y. Wong, J.-F. Cai & S.-Q. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 462–482). Singapore: World Scientific.

2. Ausubel, D. P. (1961). In defense of verbal learning. Educational Theory, 11(1), 15–25.

3. Bennett, N., & Desforges, C. (1988). Matching classroom tasks to students’ attainments. Elementary School Journal, 88(3), 221–234.

4. Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.

5. Dienes, Z. P. (1973). Mathematics through the senses, games, dance and art. Windsor: The National Foundation for Educational Research.

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