How do you expect Algebraic Knowledge for Teaching to vary between schools in China and the U.S.? How do you expect the teaching materials you develop to vary across contexts?

Hi Carolina, Thanks for your great questions! We anticipate teachers’ algebraic knowledge for teaching (AKT) in the US and China will very in terms of the use of worked examples, representations, and deep questions. For instance, the nature of worked examples might be different. Based on our prior textbook studies and recent analysis of project video data, we found that Chinese lessons tended to situate the teaching of inverse relations in concrete story situations with a focus on quantitative relationships. In contrast, the US lessons frequently involved manipulatives etc. (e.g., cubes, fact triangles) with a focus on numerical relationships.

Regardless of the differences, we have noticed similarities across contexts. For instance, the US classrooms where “Go Math” is used as curriculum teach “bar models,” which is a type of representation frequently used in Chinese classrooms. Such similarities provide a common ground to develop materials that may be useful for teachers at both countries. Our materials to be developed in year 3 will contain integrated insights of expert teachers at both sides and may be used as supplemental materials for existing curricula. Teachers at both countries may choose different aspects based on their needs (e.g., the model of “fact triangle” has never occurred in the Chinese classrooms; therefore, Chinese teachers may incorporate it into the lesson where inverse word problems are introduced; in contrast, the inverse word problems has rarely occurred in the US classrooms; thus, the US teachers may incorporate such contexts so as to improve its meaning and relevance of a fact triangle model.

Meixia, will you use video examples to help teachers reflect on what they did and see how their current practice might be changed?

Hi Dr. Kulm, So great to hear from you! Yes, in year 3, there will be an ongoing US-China online teacher forum during which, teachers at both countries will be encouraged to watch the selected video clips, ask questions, and make comments on each other’s videos. In the summer of Year 3, we will provide summer workshops with teachers at both countries. During the workshops, video examples will also be shared with teachers for reflections on possible changes of their practice.

Hi Meixia-
I have just returned from China. While I was there, I was presenting open-ended problem solving (modeling) to prospective teachers. Many of them said that they have never seen problems of this nature before. What are your plans to share your work in China as you learn more about algebraic learning? And while testing is important, do you have other measures of mathematical understanding that you will consider?

Sounds like a great project! I’m very interested to see what you find out about the differences in teaching knowledge and practices as you progress.

Having done my post doc on developing a bilingual early learning school in Beijing, I know how challenging these kinds of projects can be. I am interested in learning more about the significance of the work and what you hope to gain in terms of understanding. Also, how do you deal with the issue of translation in a reliable and cost effective manner?
thanks for sharing—looks like an awesome project!

Thanks for the explanation. Best of luck. I agree that some AKT may cross cultural and language bounderies, but I still think that style of teaching and basic assumptions about teaching and learning remain serious considerations when conducting this type of international comparative study.

Hey Meixia,
I am so excited about your project!!
May I ask at which grade levels your project will target?