Titlebook: Beyond Shanghai and PISA; Cognitive and Non-co Binyan Xu,Yan Zhu,Xiaoli Lu Book 2021 The Editor(s) (if applicable) and The Author(s), under

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Zaharov Ivan,Jatsun Sergey,Jatsun Svetlanaadoxically, students in high-achieving East Asian educational systems generally exhibit a low level of self-related beliefs in mathematics. However, interestingly, PISA reported that such a phenomenon does not appear in Shanghai. Given these inconsistent findings, an investigation of a total of 1359

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Russian Scientist — Mechanics Ufimtsev A.G.al readers. Perhaps the most striking feature is the scale of the work. Within an overarching framework for conceptualizing mathematical competencies, there are detailed reviews of the treatment of each of these cognitive and non-cognitive competencies in the Chinese curriculum since 1902, and a com

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https://doi.org/10.1007/1-4020-2204-2nslated as “core competency.” In this commentary chapter, concepts related to . are discussed. The concept of “core” (.) competencies addresses not only the issue of “what mathematics competencies are,” but also the question of “among the mathematics competencies, which are core competencies and whi

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IFToMM from a Personal Perspectivehers to “l(fā)earn to teach” and improve the quality of mathematics teaching since the 1970s. Entering the twenty-first century, Qingpu experiment’s main contribution is to develop an innovative paradigm for teachers’ professional development – action education. In addition, “Qingpu Experiment” created

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