Beyond Shanghai and PISA: Cognitive and Non-cognitive Competencies of Chinese Students in Mathematics (Research in Mathematics Education)

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 masters or doctoral level. Chapter 1 From “Two basics”, to “Four basics” and to “core mathematics competencies” in China mainland By Jing Cheng, Jiansheng Bao, Dianzhou Zhang, Yang Shen and Chenfei Zhu Chapter 2 What can PISA tell us about Shanghai students’ performance in mathematics? By Yan Zhu Chapter 3 Toward a framework of core mathematics competencies in China By Binyan Xu, Yan Zhu, Jiansheng Bao and Qiping Kong Chapter 4 Mathematical problem posing: Conceptual development and Empirical investigation By Binyan Xu, Muhui Li Chapter 5 Mathematical problem solving: Conceptual development and Empirical investigation By Xiang Gao and Yingkang Wu Chapter 6 Mathematical reasoning: Conceptual development and Empirical investigation By Jing Cheng, Xin Zheng and Zhiling Wang Chapter 7 Mathematical representation: Conceptual development and Empirical investigation By Jinyu Zhang, Jiansheng Bao and Yang Shen Chapter 8 Mathematical modelling: Conceptual development and Empirical investigation By Xiaoli Lu, Yangyu Wang and Binyan Xu Chapter 9 Mathematical communication: Conceptual development and Empirical investigation By Yuelan Chen and Fang Xia Chapter 10 Mathematical Disposition: Conceptual development and Empirical investigation By Yan Zhu Chapter 11 Anxiety in mathematics learning By Xiaorui Huang Chapter 12 Commentary 1 By Kaye Stacey Chapter 13 Commentary 2 By Frederick Leung Chapter 14 Commentary 3 By Dianzhou Zhang Chapter 15 Summary and Conclusion By Binyan Xu, Yan Zhu, Xiaoli Lu