Beyond Shanghai and PISA: Cognitive and Non-Cognitive Competencies of Chinese Students in Mathematics. Research in Mathematics Education

Sonst. Personen	Xu, Binyan (Hrsg.); Zhu, Yan (Hrsg.); Lu, Xiaoli (Hrsg.)
Titel	Beyond Shanghai and PISA: Cognitive and Non-Cognitive Competencies of Chinese Students in Mathematics. Research in Mathematics Education
Quelle	(2021), (364 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2570-4729
ISBN	978-3-030-68156-2
Schlagwörter	Mathematics Skills; Mathematics Achievement; Mathematics Education; Evaluation Methods; Thinking Skills; Problem Solving; National Programs; Competency Based Education; Correlation; Foreign Students; Teaching Methods; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Grade 8; Mathematics Curriculum; Mathematical Models; Mathematics Anxiety; Communication Skills; Learning Processes; China; China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Mathematische Bildung; Denkfähigkeit; Problemlösen; nicht übertragen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Mathematical model; Mathematisches Modell; Kommunikationsstil; Learning process; Lernprozess
Abstract	This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01