Abstract
The purpose of this study is to understand how Chinese and American elementary mathematics teachers conduct Between Desk Instruction (BDI) and identify the similarities and differences between their actions. Qualitative research method was used to answer the research questions. During BDI, both Chinese and American elementary mathematics teachers monitored student progress, expressed inquiries that called for answers from students, provided instruction or advice at desk, guided through questioning and answered students’ questions. The majority of Chinese teachers utilized BDI to select which student’s work, methods or ideas needed to be shared with the whole class. All American teachers encouraged students to try their best and provided support to individual students, while only three Chinese teachers cheered students during BDI. The findings of the study contribute to our understanding of the elementary mathematics teaching practices in China and America. https://doi.org/10.26803/ijlter.17.4.3
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