ABSTRACT
There is a widespread consensus that solid mathematical foundations are essential for students’ continued mathematics learning, which is reminiscent of a good foundation for the construction of a building. However, educators continue to research how students obtain such foundations through mathematics instruction. International comparative studies of mathematics achievement have consistently shown Chinese students’ excellent performance (Cai & Nie, 2007; Lapointe, Mead, & Phillips, 1989; OECD, 2010; Stevenson & Lee, 1990). Moreover, Chinese students have demonstrated skill in getting correctanswers quickly. One may wonder how Chinese students could develop a solid mathematics foundation in their schooling. Further investigation of Chinese mathematics classroom teaching practices may help us get a better understanding of this issue.
