Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement
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The common strategies for Chinese teachers' transmissive practices are explicit directions and whole-classroom instructions, whereas students tend to passively receive knowledge.
“The common strategies for Chinese teachers' transmissive practices are explicit directions and whole-classroom instructions, whereas students tend to passively receive knowledge (Wang et al. 2022).”
From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Wang et al. 2022
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- Authors
- Wang, Y., Qin, K., Luo, C., Yang, T., & Xin, T.
- Affiliations
- Beijing Normal University (CN)
- Corresponding author
- Yang, Tao
- Venue
- ZDM – Mathematics Education
- Published
- 2022-04-05
- Volume
- 54
- Issue
- 3
- Pages
- 709-720
- ISSN
- 1615-679X (ISSN-L)
- 1863-9690
- 1863-9704
- OpenAlex
- W4226091714
- Cited by
- 22
- References
- 78
- Citations by year
- 2026: 7 · 2025: 2 · 2024: 3 · 2023: 6 · 2022: 4
- FWCI
- 8.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ZDM (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student-centered instruction, mathematics achievement, instructional practices, teacher experiences, Chinese mathematics education, national curriculum reform, TEDS-M
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