ABSTRACT
The results from large-scale international comparative studies have led to a long-held perception that Chinese students excel at mathematics. While few could really put a finger on why, no one would question the importance of mathematics classroom instruction to students’ learning. Yet mathematics classroom instruction in China often presents a picture that conflicts with what has been valued as effective practice in the West (e.g., Watkins & Biggs, 2001). What one can possibly learn from Chinese teaching of mathematics remains a mystery to outsiders. To help reveal Chinese practices in teaching mathematics, this book puts together a set of contributions from those who have experienced Chinese mathematics instruction.
