標(biāo)題: Titlebook: Beyond Shanghai and PISA; Cognitive and Non-co Binyan Xu,Yan Zhu,Xiaoli Lu Book 2021 The Editor(s) (if applicable) and The Author(s), under [打印本頁] 作者: ODDS 時(shí)間: 2025-3-21 19:54
書目名稱Beyond Shanghai and PISA影響因子(影響力)
書目名稱Beyond Shanghai and PISA影響因子(影響力)學(xué)科排名
書目名稱Beyond Shanghai and PISA網(wǎng)絡(luò)公開度
書目名稱Beyond Shanghai and PISA網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Beyond Shanghai and PISA被引頻次
書目名稱Beyond Shanghai and PISA被引頻次學(xué)科排名
書目名稱Beyond Shanghai and PISA年度引用
書目名稱Beyond Shanghai and PISA年度引用學(xué)科排名
書目名稱Beyond Shanghai and PISA讀者反饋
書目名稱Beyond Shanghai and PISA讀者反饋學(xué)科排名
作者: 我沒有命令 時(shí)間: 2025-3-21 22:05 作者: Panacea 時(shí)間: 2025-3-22 00:37 作者: 極微小 時(shí)間: 2025-3-22 08:33
,Chinese Eighth Graders’ Competencies in Mathematical Representation,e two were highly correlated; (3) the average level of mathematical representational competencies was lower for boys than for girls and varied considerably; and (4) there was greater variability in the performance of different regions on some items than on others.作者: Cardioplegia 時(shí)間: 2025-3-22 09:14
,Chinese Eighth Graders’ Competencies in Mathematical Communication,thematical communication tasks. The boys tended to use concise and clear mathematical language, while the girls were good at using verbal expressions and mathematical symbols to express their own opinions.作者: 撫慰 時(shí)間: 2025-3-22 15:41
Math Anxiety in the Context of Solving Mathematical Modeling Tasks in China,etween high and low MA students. After controlling for family SES, gender, and task difficulty, MA explained an additional 3.5% of the variance of mathematical modeling ability, with task difficulty accounting for 19% of the variance. The relationship between MA and mathematical modeling depended on作者: 呼吸 時(shí)間: 2025-3-22 20:53
Mathematical Competencies of Chinese Students: An International Perspective, performance on items emphasizing PISA’s formulate process. The book gives insight into the strong Chinese tradition of mathematics education, changing over time in response to dramatic social and economic forces but retaining unique features and also becoming increasingly well integrated with inter作者: opprobrious 時(shí)間: 2025-3-22 23:24 作者: 矛盾 時(shí)間: 2025-3-23 01:35
Book 2021different 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, a作者: Phenothiazines 時(shí)間: 2025-3-23 07:30
The Development of Problem-Posing in Chinese Mathematics Curriculum,作者: 滔滔不絕地說 時(shí)間: 2025-3-23 10:49 作者: 鍵琴 時(shí)間: 2025-3-23 14:28
Coromoto León,Gara Miranda,Carlos Segurand reflection—and considers specific performance indicators at each of the three levels based on ability. Therefore, we include three dimensions in the core mathematics competencies framework: mathematical content, core competencies, and ability levels.作者: Deject 時(shí)間: 2025-3-23 21:48
https://doi.org/10.1007/978-3-319-39768-9elementary school level and on the operation transformation function at the middle school level, but the model application function does not receive much attention at the elementary and middle school levels. Therefore, future curricula should pay more attention to the balance of the three functions 作者: Fretful 時(shí)間: 2025-3-23 22:11
https://doi.org/10.1007/978-3-319-39768-9e two were highly correlated; (3) the average level of mathematical representational competencies was lower for boys than for girls and varied considerably; and (4) there was greater variability in the performance of different regions on some items than on others.作者: yohimbine 時(shí)間: 2025-3-24 04:24 作者: 眉毛 時(shí)間: 2025-3-24 10:15 作者: 厭食癥 時(shí)間: 2025-3-24 14:14 作者: CHANT 時(shí)間: 2025-3-24 16:53 作者: 神圣不可 時(shí)間: 2025-3-24 19:10 作者: 偽善 時(shí)間: 2025-3-25 02:29
Book 2021 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 achiev作者: Guaff豪情痛飲 時(shí)間: 2025-3-25 03:27
Action Abstraction in Timed Process Algebra,ted the mathematical problem-solving competency test, and the results indicate that nearly 80% of the eighth-grade Chinese students have reached the medium level. This chapter also summarizes some characteristics and problems of students’ mathematical problem-solving competency in China.作者: 單片眼鏡 時(shí)間: 2025-3-25 10:15
,An Interpretation of a , 水輪賦 ,*,ing competency is relatively dispersed. The two competencies show a significant positive correlation. Moreover, students demonstrated significant regional and gender differences in the two types of reasoning. Students’ rigorousness in reasoning related to arithmetic, algebra and geometry is also depicted via case analysis.作者: WAG 時(shí)間: 2025-3-25 13:14
The Kinematic Work of W. Wunderlichrequirements provides a better understanding of mathematical communication abilities in China and offers insights on the key factors that affect the development of students’ mathematical communication abilities.作者: caldron 時(shí)間: 2025-3-25 18:43
,Chinese Eighth Graders’ Competencies in Mathematical Problem Solving,ted the mathematical problem-solving competency test, and the results indicate that nearly 80% of the eighth-grade Chinese students have reached the medium level. This chapter also summarizes some characteristics and problems of students’ mathematical problem-solving competency in China.作者: 蕨類 時(shí)間: 2025-3-25 23:37
,Chinese Eighth Graders’ Competencies in Mathematical Reasoning,ing competency is relatively dispersed. The two competencies show a significant positive correlation. Moreover, students demonstrated significant regional and gender differences in the two types of reasoning. Students’ rigorousness in reasoning related to arithmetic, algebra and geometry is also depicted via case analysis.作者: Lobotomy 時(shí)間: 2025-3-26 01:20 作者: Outwit 時(shí)間: 2025-3-26 07:16 作者: 轉(zhuǎn)向 時(shí)間: 2025-3-26 09:04
S. Iran Pour,M. Weigelt,T. Reubelt,N. Sneeuws in free situations and integrating other knowledge or experience into creating mathematical problems. The study also examined the differences in problem-posing abilities in terms of region and gender and stated certain implications.作者: Exclude 時(shí)間: 2025-3-26 13:10
Angioscopy and Colour Angiographylso discussed, focusing on three developments: (1) from ‘independence’ to ‘integration’, from ‘unbalanced’ to ‘gradual balance’; (2) from ‘general’ to ‘concrete’, from ‘a(chǎn)dapting to national conditions’ to ‘close to life’; and (3) from ‘low level’ to ‘high level’.作者: 高度表 時(shí)間: 2025-3-26 20:39
Lars E. Sj?berg,Mehdi S. Shafiei Joude reasoning and deductive reasoning over the past 100?years. Reflecting on the development of reasoning in the Chinese mathematical curriculum, we may need to seek a balance between plausible reasoning and deductive reasoning in mathematical curriculum.作者: unstable-angina 時(shí)間: 2025-3-26 22:36
Torsten Brix,Marco Ceccarelli,Ulf D?ringn to the promotion of mathematical modelling in the development of mathematics curriculum in China. The students were still used to a problem-solving process rather than modelling. There were significant differences at the individual level, but not the school or district?level when considering their modelling competency.作者: 調(diào)整校對(duì) 時(shí)間: 2025-3-27 03:46
Zaharov Ivan,Jatsun Sergey,Jatsun Svetlanask, and both beliefs have a positive correlation with students’ actual performance. A hierarchical analysis reveals that the variances in students’ beliefs are mainly based on differences between individual students and that gender and actual modelling performance have important impacts.作者: artifice 時(shí)間: 2025-3-27 07:51
IFToMM from a Personal Perspective PISA results since 2009. The chapter addresses that more scientific data should be needed to report the more complete mathematical competencies of Chinese students, and the project in this book helps international scholars to understand Chinese students’ mathematical performance.作者: avarice 時(shí)間: 2025-3-27 10:42 作者: Tincture 時(shí)間: 2025-3-27 13:42
,Chinese Eighth Graders’ Competencies in Mathematical Problem-Posing,s in free situations and integrating other knowledge or experience into creating mathematical problems. The study also examined the differences in problem-posing abilities in terms of region and gender and stated certain implications.作者: 合唱隊(duì) 時(shí)間: 2025-3-27 18:34
The Development of Problem Solving in Chinese Mathematics Curricula,lso discussed, focusing on three developments: (1) from ‘independence’ to ‘integration’, from ‘unbalanced’ to ‘gradual balance’; (2) from ‘general’ to ‘concrete’, from ‘a(chǎn)dapting to national conditions’ to ‘close to life’; and (3) from ‘low level’ to ‘high level’.作者: capsaicin 時(shí)間: 2025-3-28 01:06
The Development of Reasoning in Chinese Mathematics Curriculum,e reasoning and deductive reasoning over the past 100?years. Reflecting on the development of reasoning in the Chinese mathematical curriculum, we may need to seek a balance between plausible reasoning and deductive reasoning in mathematical curriculum.作者: 磨碎 時(shí)間: 2025-3-28 06:10 作者: 不透氣 時(shí)間: 2025-3-28 08:55
,Chinese Eighth Graders’ Self-Related Beliefs During Mathematical Modelling,sk, and both beliefs have a positive correlation with students’ actual performance. A hierarchical analysis reveals that the variances in students’ beliefs are mainly based on differences between individual students and that gender and actual modelling performance have important impacts.作者: Brittle 時(shí)間: 2025-3-28 11:32
,From “Qingpu Experience” to Investigating Chinese Students’ Mathematical Competencies, PISA results since 2009. The chapter addresses that more scientific data should be needed to report the more complete mathematical competencies of Chinese students, and the project in this book helps international scholars to understand Chinese students’ mathematical performance.作者: 水槽 時(shí)間: 2025-3-28 15:59
2570-4729 ematics learning.Focuses on both cognitive and non-cognitive.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 作者: 羽毛長成 時(shí)間: 2025-3-28 20:09
Benito Mendoza,Peng Xu,Limin Songed from a tradition of mathematics teaching in mainland China known as ‘Two Basics’. ‘Core mathematics competencies’ include mathematical abstraction, logical reasoning, mathematical modelling, intuitive imagination, mathematical operation and data analysis. The ‘Four Basics’ advocates attaching imp作者: exceptional 時(shí)間: 2025-3-29 02:50 作者: Basilar-Artery 時(shí)間: 2025-3-29 03:22
Coromoto León,Gara Miranda,Carlos Seguraearch and in consideration of talent development goals in China and the country’s mathematics education characteristics, the study takes into account three phases of mathematical activities, namely, mathematisation of real situations, logical organisation of mathematical materials, and application o作者: 誓言 時(shí)間: 2025-3-29 09:31 作者: BRIEF 時(shí)間: 2025-3-29 15:24 作者: Fabric 時(shí)間: 2025-3-29 18:00 作者: 飛行員 時(shí)間: 2025-3-29 19:47
https://doi.org/10.1007/978-3-319-39768-9hematical representations help students understand concepts, relate the mathematics used in their own problem-solving processes, and grasp connections between mathematical concepts. The purpose of this study is to investigate how the three functions of mathematical representations have changed in th作者: 蠟燭 時(shí)間: 2025-3-30 00:36
https://doi.org/10.1007/978-3-319-39768-9ational educational organizations and educators as an indicator of students’ mathematical ability. The intent of this study was to use literature analysis as the basis for an evaluation framework for the mathematical representation competencies of students at certain stages of compulsory education. 作者: 步兵 時(shí)間: 2025-3-30 05:48
Lars E. Sj?berg,Mehdi S. Shafiei Joudnto the changing trend of reasoning-and-proving competency in the Chinese mathematics curriculum, the mathematics curricular programmatic documents for junior secondary education in mainland China since 1923 were selected and reviewed. From the content analysis and the review of historical documents作者: Catheter 時(shí)間: 2025-3-30 08:22 作者: IVORY 時(shí)間: 2025-3-30 13:04 作者: endocardium 時(shí)間: 2025-3-30 20:35 作者: 紅潤 時(shí)間: 2025-3-30 23:50 作者: 我沒有強(qiáng)迫 時(shí)間: 2025-3-31 01:27
Zaharov Ivan,Jatsun Sergey,Jatsun Svetlanaadoxically, students in high-achieving East Asian educational systems generally exhibit a low level of self-related beliefs in mathematics. However, interestingly, PISA reported that such a phenomenon does not appear in Shanghai. Given these inconsistent findings, an investigation of a total of 1359作者: Little 時(shí)間: 2025-3-31 09:02 作者: 不確定 時(shí)間: 2025-3-31 12:56
Russian Scientist — Mechanics Ufimtsev A.G.al readers. Perhaps the most striking feature is the scale of the work. Within an overarching framework for conceptualizing mathematical competencies, there are detailed reviews of the treatment of each of these cognitive and non-cognitive competencies in the Chinese curriculum since 1902, and a com作者: Condescending 時(shí)間: 2025-3-31 15:56
https://doi.org/10.1007/1-4020-2204-2nslated as “core competency.” In this commentary chapter, concepts related to . are discussed. The concept of “core” (.) competencies addresses not only the issue of “what mathematics competencies are,” but also the question of “among the mathematics competencies, which are core competencies and whi作者: BABY 時(shí)間: 2025-3-31 21:35
IFToMM from a Personal Perspectivehers to “l(fā)earn to teach” and improve the quality of mathematics teaching since the 1970s. Entering the twenty-first century, Qingpu experiment’s main contribution is to develop an innovative paradigm for teachers’ professional development – action education. In addition, “Qingpu Experiment” created 作者: Control-Group 時(shí)間: 2025-4-1 00:24 作者: TRUST 時(shí)間: 2025-4-1 02:14 作者: 放牧 時(shí)間: 2025-4-1 07:22
Beyond Shanghai and PISA978-3-030-68157-9Series ISSN 2570-4729 Series E-ISSN 2570-4737 作者: 出血 時(shí)間: 2025-4-1 14:13
https://doi.org/10.1007/978-3-030-68157-9Mathematical competencies; Mathematical disposition; Chinese student; PISA; Shanghai; Mathematical proble作者: macular-edema 時(shí)間: 2025-4-1 18:20 作者: Eeg332 時(shí)間: 2025-4-1 19:56
,From ‘Two Basics’, to ‘Four Basics’ to ‘Core Mathematics Competencies’ in Mainland China,ed from a tradition of mathematics teaching in mainland China known as ‘Two Basics’. ‘Core mathematics competencies’ include mathematical abstraction, logical reasoning, mathematical modelling, intuitive imagination, mathematical operation and data analysis. The ‘Four Basics’ advocates attaching imp作者: impaction 時(shí)間: 2025-4-2 00:03 作者: Mammal 時(shí)間: 2025-4-2 02:53
Towards a Framework of Mathematical Competencies in China,earch and in consideration of talent development goals in China and the country’s mathematics education characteristics, the study takes into account three phases of mathematical activities, namely, mathematisation of real situations, logical organisation of mathematical materials, and application o
