Titlebook: Reciprocal Learning for Cross-Cultural Mathematics Education; A Partnership Projec Sijia Cynthia Zhu,Shu Xie,Douglas McDougall Book 2020 Th

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Wenping Zhu,Tebatso Namanyane,Mengdie Lig the subjects (acting as suppliers and consumers) with heterogeneous preferences and a decision-making capacity that matches with environmental complexity. The accompanying agent-based simulations also confirm the emergence of business cycles, thus generalizing our experimental results beyond speci

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Utilizing Multiple Methods in Mathematics Problem Solving: Contrasts and Commonalities Between Two Chaving connections with real-life situations, and encouraging students to use multiple strategies to solve problems. There are some differences between the two schools with regard to teachers’ teaching strategies, students’ learning tendencies, and sources of mathematical problems.

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Book 2020d China. Situating teacher learning in the intersection of the two different school systems, curriculums, and cultures of mathematics learning and teaching in both nations, this volume offers teachers a unique and much-needed perspective on how practices between countries become more and more likely

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Mrs. Smith and Mr. Jun’s Reciprocal Learning Partnership Findings suggest that, when Canadian and Chinese math teachers learn from each other, both teachers’ self-efficacy will increase. Furthermore, Canadian teachers will increase their mathematics content knowledge while the Chinese teachers will increase their mathematics pedagogy knowledge.