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Title of Journal: ZDM Mathematics Education

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Abbravation: ZDM

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Springer-Verlag

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10.1007/s00214-012-1198-7

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1863-9704

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Approaches and practices in developing school math

Authors: Yeping Li Jianyue Zhang Tingting Ma
Publish Date: 2009/09/30
Volume: 41, Issue: 6, Pages: 733-
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Abstract

In this study we aim to examine and discuss approaches and practices in developing mathematics textbooks in China with a special focus on the development of secondary school mathematics textbook in the context of recent school mathematics reform Textbook development in China has its own history This study reveals some common practices and approaches developed and used in selecting presenting and organizing content in mathematics textbooks over the years With the recent curriculum reform taking place in China we also discuss some new developments in compiling and publishing high school mathematics textbooks Implications obtained from Chinese practices in textbook development are then discussed in a broad context

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  2. Doubtful rationality
  3. Two faces of mathematics lessons in Korea: conventional lessons and innovative lessons
  4. The acquisition of mathematics pedagogical content knowledge in university mathematics education courses: results of a mixed methods study on the effectiveness of teacher education in Germany
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  8. On the death of Gerhard König
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  10. Representational flexibility and mathematical expertise
  11. Creative reasoning and shifts of knowledge in the mathematics classroom
  12. Collective work with resources: an essential dimension for teacher documentation
  13. The effects of meta-cognitive instruction on third and sixth graders solving word problems
  14. Conceptualizing inquiry-based education in mathematics
  15. Online education for in-service secondary teachers and the incorporation of mathematics technology in the classroom
  16. Commentary: Linking epistemology and semio-cognitive modeling in visualization
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