edited by Fan Lianghuo (Nanyang Technological University, Singapore) , Wong Ngai-Ying (The Chinese University of Hong Kong, Hong Kong) , Cai Jinfa (The University of Delaware, USA) , & Li Shiqi (East China Normal University, China)

The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners.

• Overview and International Perspectives: How Have Chinese Students Performed in Mathematics? A Perspective from Large-Scale International Comparisons (L-H Fan & Y Zhu)
  • The Mathematics Curriculum: Toward Globalization or Westernization? (N-Y Wong et al.)
  • Thinking Mathematically by Chinese Learners: A Cross-National Comparative Perspective (J-F Cai & V Cifarelli)
  • An Examination of Coherence in a Chinese Mathematics Classroom (T Wang & J Murphy)
  • A Chinese Cultural Model of Learning (J Li)
  • Official Curriculum in Mathematics in Ancient China: How Did Candidates Study for the Examination? (M K Siu)
• Context and Teaching Materials:
  • The “Two Basics”: Mathematics Teaching and Learning in Mainland China (D-Z Zhang et al.)
  • A Comparative Study on Composite Difficulty between New and Old Chinese Mathematics Textbooks (J-S Bao)
  • Textbook Use Within and Beyond Chinese Mathematics Classrooms: A Study of 12 Secondary Schools in Kunming and Fuzhou of China (L-H Fan et al.)
  • Thorough Understanding of the Textbook: A Significant Feature of Chinese Teacher Manuals (J-H Li)
  • Effects of Cram Schools on Children's Mathematics Learning (H M Huang)
• Pedagogy and Learning Processes:
  • Teaching with Variation: A Chinese Way of Promoting Effective Mathematics Learning (L-Y Gu et al.)
  • Cracking the Paradox of Chinese Learners: Looking into the Mathematics Classrooms in Hong Kong and Shanghai (R-J Huang & K S Leung)
  • Identifying a Pattern of Teaching: An Analysis of a Shanghai Teacher's Lessons (F Lopez-Real et al.)
  • Differences Within Communalities: How Is Mathematics Taught in Rural and Urban Regions in Mainland China? (Y-P Ma et al.)
  • Teaching Approach: Theoretical or Experimental? (J Li)
  • Capturing the Chinese Way of Teaching: The Learning-Questioning and Learning-Reviewing Instructional Model (S-H An)
  • The Effects of Different Representations on Mathematics Learning of Chinese Children (B-Y Xu)
• Inspiration and Future Directions:
  • The CHC Learner's Phenomenon: Its Implications on Mathematics Education (N-Y Wong)
  • How Do Chinese Learn Mathematics? Some Evidence-Based Insights and Needed Directions (J-F Cai et al.)