An infiltrative approach to reform mathematics teaching: An analysis of Chinese middle school teachers' lessons

Lingqi Meng, Jian Wang

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This study examines the changed and persistent characteristics of mathematics lesson structures, focuses, and activities that Chinese middle school teachers developed under the influences of mathematics teaching reform and the existing contexts of teaching. Drawing on lesson description and interview data, it found that most participants changed their lessons by infiltrating the ideas and activities as envisioned by the reform curriculum into their traditional lesson structure without revamping their lessons. Such an infiltrative approach to reforming their mathematics teaching supports the assumption that the nature of mathematics teaching is culturally scripted. Consequently, teaching change is inevitably gradual and incremental shaped by the existing curriculum, assessment, and teaching contexts in which teaching practices are situated.

Original languageEnglish
Pages (from-to)51-64
Number of pages14
JournalJournal of Educational Enquiry
Volume14
Issue number3
StatePublished - 2015

Keywords

  • Chinese teachers
  • Mathematics education
  • Teacher change
  • Teaching contexts

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