Two teachers used a powerful, challenging tool in their Chinese classroom to build, ensure, and solidify students' understanding of quantitative relationships.

Contributor Notes

Meixia Ding,, is an associate professor of mathematics education at Temple University in Philadelphia, Pennsylvania. She is interested in how the instructional environment can be better structured to develop students' sophisticated understanding of fundamental mathematical ideas, which may lay a foundation for students' future learning of algebra.

(Corresponding author is Ding
Teaching Children Mathematics


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