TY  - GEN
N2  - 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 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 achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different 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, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master's or doctoral level.
DO  - 10.1007/978-3-030-68157-9
DO  - doi
AB  - 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 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 achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different 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, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master's or doctoral level.
T1  - Beyond Shanghai and PISA :cognitive and non-cognitive competencies of Chinese students in mathematics /
DA  - 2021.
CY  - Cham :
AU  - Xu, Binyan,
AU  - Zhu, Yan,
AU  - Lu, Xiaoli,
CN  - QA14.C6
PB  - Springer,
PP  - Cham :
PY  - 2021.
N1  - Includes indexes.
ID  - 1436527
KW  - Mathematics
KW  - Competency-based education
KW  - Mathématiques
KW  - Éducation basée sur la compétence
SN  - 9783030681579
SN  - 3030681572
TI  - Beyond Shanghai and PISA :cognitive and non-cognitive competencies of Chinese students in mathematics /
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-68157-9
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-68157-9
ER  -