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Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West : The 13th ICMI Study

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Table of Contents

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    Book Overview
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    Chapter 1 Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West
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    Chapter 2 Mathematics Education in East Asia and the West: Does Culture Matter?
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    Chapter 3 A Traditional Aspect of Mathematics Education in Japan
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    Chapter 4 From Wasan to Yozan
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    Chapter 5 Perceptions of Mathematics and Mathematics Education in the Course of History - A Review of Western Perspectives
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    Chapter 6 Historical Topics as Indicators for the Existence of Fundamentals in Educational Mathematics
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    Chapter 7 From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”
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    Chapter 8 Practice Makes Perfect: A Key Belief in China
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    Chapter 9 The Origins of Pupils’ Awareness of Teachers’ Mathematics Pedagogical Values: Confucianism and Buddhism - Driven
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    Chapter 10 Some Comparative Studies between French and Vietnamese Curricula
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    Chapter 11 An Overview of the Mathematics Curricula in the West and East
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    Chapter 12 Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States
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    Chapter 13 Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks
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    Chapter 14 A Comparative Study of the Mathematics Textbooks of China, England, Japan, Korea, and the United States
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    Chapter 15 A Comparison of Mathematics Performance Between East and West: What PISA and TIMSS Can Tell Us
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    Chapter 16 Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools
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    Chapter 17 Philippine Perspective on the ICMI Comparative Study
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    Chapter 18 The TIMSS 1995 and 1999 Video Studies
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    Chapter 19 Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions
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    Chapter 20 Cultural Diversity and the Learner’s Perspective: Attending to Voice and Context
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    Chapter 21 Mathematics Education in China: From a Cultural Perspective
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    Chapter 22 Mathematics Education and Information and Communication Technologies
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    Chapter 23 Cultural Awareness Arising from Internet Communication between Japanese and Australian Classrooms
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    Chapter 24 The International Distance Learning Activities of HSARUC
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    Chapter 25 Distance Learning between Japanese and German Classrooms
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    Chapter 26 Comparing Primary and Secondary Mathematics Teachers’ Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching in Hong Kong and Australia
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    Chapter 27 The Impact of Cultural Differences on Middle School Mathematics Teachers’ Beliefs in the U.S. and China
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    Chapter 28 U.S. and Chinese Teachers’ Cultural Values of Representations in Mathematics Education
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    Chapter 29 A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia
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    Chapter 30 Values and Classroom Interaction: Students’ Struggle for Sense Making
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    Chapter 31 Trip for the Body, Expedition for the Soul: An Exploratory Survey of Two East Asian Teachers of Mathematics in Australia
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    Chapter 32 Conceptualising Pedagogical Values and Identities in Teacher Development
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    Chapter 33 Elements of a Semiotic Analysis of the Secondary Level Classroom in Japan
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    Chapter 34 Other Conventions in Mathematics and Mathematics Education
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    Chapter 35 What Comes After This Comparative Study — More Competitions or More Collaborations?
Attention for Chapter 35: What Comes After This Comparative Study — More Competitions or More Collaborations?
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Chapter title
What Comes After This Comparative Study — More Competitions or More Collaborations?
Chapter number 35
Book title
Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West
Published by
Springer, Boston, MA, January 2006
DOI 10.1007/0-387-29723-5_35
Book ISBNs
978-0-387-29722-4, 978-0-387-29723-1
Authors

Alan J. Bishop