Abstract

Efforts to pursue high-quality mathematics teaching have led to ever-increasing research interests in exploring the practices of mathematics classrooms in highachieving countries, including China. There have been studies on how Chinese students learn mathematics (Fan, Wong, Cai, & Li, 2004), how Chinese teachers teach mathematics (Li & Huang, 2012), and the characteristics of effective mathematics teaching valued by Chinese teachers (Cai & Wang, 2010; Huang, Li, & He, 2010; Li, 2011).

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