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Yunpeng Ma

Bio: Yunpeng Ma is an academic researcher from Northeast Normal University. The author has contributed to research in topics: Curriculum & Mainland China. The author has an hindex of 1, co-authored 4 publications receiving 12 citations.

Papers
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Book ChapterDOI
30 Mar 2018
TL;DR: In this article, the authors focus on the neuro-cognitive, cognitive and developmental analyses of whole number arithmetic (WNA) learning and examine the transcoding of numerals to number words.
Abstract: This chapter focuses on the neuro-cognitive, cognitive and developmental analyses of whole number arithmetic (WNA) learning. It comprises five sections. The first section provides an overview of the working group discussion. Section 7.2 reviews neuro-cognitive perspectives of learning WNA but looks beyond these to explain the transcoding of numerals to number words. In the third section, children’s early mathematics-related competencies in reasoning about quantitative relations, patterns and structures are explored from new theoretical perspectives. Studies presented and discussed in working group 2 are presented in the following section as exemplars of intervention studies. The final section examines methodologies utilized in neuro-cognitive, cognitive and developmental analyses of children’s whole number learning. It discusses study designs and their potentialities and limitations for understanding how children develop competencies with whole numbers as well as task designs in cognitive neuroscience research pertinent to number learning. The chapter concludes with implications for further research and teaching practice.

11 citations

Book ChapterDOI
01 Jan 2020
TL;DR: In this paper, the authors provide the general and mathematics education context in China and the province of Ontario in Canada, and discuss the current organization of schools and the history of education in Ontario, Canada.
Abstract: In this chapter, we provide the general and mathematics education context in China and the province of Ontario in Canada. The educational contexts of these two countries are very different. China has a Central Ministry of Education and has a curriculum that is federally mandated. In Canada, education is a provincial responsibility and so each of the ten provinces and three territories may have different curricula. In China, there have been many discussions about basic education. The four stages of the development of basic education are described to provide foundational knowledge of the Chinese education system. We also discuss the current organization of schools and the history of education in Ontario, Canada. International large-scale exams are described to better understand the similarities and differences in Canadian and Chinese mathematics education. China has consistently ranked high on these exams while Canada has been in the middle of these results.

1 citations

Book ChapterDOI
01 Jan 2020
TL;DR: This paper found that students make three typical systematic errors in 3-digit multiplication, and that teachers are finding some student errors, and further exploration and application of the rules are still needed.
Abstract: With the advances made in curricula reform, the knowledge of learners and learning plays a decisive role in pedagogical research. This chapter explores student errors in learning 3-digit multiplication and the teaching strategies used to help students better understand the concept. Through the analysis of students’ error patterns and teachers’ instructional strategies for systematic errors in 3-digit multiplication, the study has found that students make three typical systematic errors in 3-digit multiplication. We also found that teachers are finding some student errors, and further exploration and application of the rules are still needed. We noted that teachers’ understanding of the subject matter and students’ errors affect their instructional implementation. In addition, we found that textbooks greatly affect teaching and learning. Student errors provide an important perspective to explore pedagogical content knowledge and serve as curriculum resources for research and practice in teaching.

1 citations

Book ChapterDOI
01 Jan 2020
TL;DR: In this article, the authors describe the education of mathematics teachers, from pre-service education to inservice education, in China and Ontario, Canada, and describe the preparation necessary to be enrolled in a preservice teacher education program, the courses that are taken in normal universities in China, and the professional development opportunities after teacher certification.
Abstract: The improvement of the quality of mathematics education is important for all countries. Teacher education plays a vital role in cultivating teachers and is an important support for education. In this chapter, we describe the education of mathematics teachers, from pre-service education to in-service education, in China and Ontario, Canada. We describe the preparation necessary to be enrolled in a pre-service teacher education program, the courses that are taken in normal universities in China and Faculties of Education in Ontario, and the professional development opportunities after teacher certification. The identification of teacher education candidates and the road to teacher certification have some similarities but also some very different expectations in these two jurisdictions. At the same time, it has a fundamental and important strategic position in the development of provincial and national education.

1 citations


Cited by
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01 Jan 2016
TL;DR: The teaching number sense is universally compatible with any devices to read and is available in the book collection an online access to it is set as public so you can download it instantly.
Abstract: Thank you very much for reading teaching number sense. As you may know, people have look hundreds times for their favorite novels like this teaching number sense, but end up in malicious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they cope with some infectious bugs inside their computer. teaching number sense is available in our book collection an online access to it is set as public so you can download it instantly. Our book servers hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the teaching number sense is universally compatible with any devices to read.

56 citations

Journal ArticleDOI
TL;DR: To the greatest degree possible, the way the education system operates, and to find out how it could operate better, is explored.
Abstract: This is particularly true when the subject is education. It is education, after all, that touches each of us at one time or another in our lives, and that, more than most things, can intimately and directly limit, or help create, our future. Few public institutions matter more to the destiny of the ten million people of this province. Therefore, we set about our work determined to explore, to the greatest degree possible, the way the education system operates, and to find out how it could operate better.

39 citations

Book ChapterDOI
01 May 2019
TL;DR: In this article, the authors compare different definitions and operationalizations of patterning and elaborate on the association between mathematical patterning abilities and other domain-specific as well as domain-general cognitive abilities.
Abstract: Activities with patterns (e.g., making a necklace with alternating blue and red pearls) are common in many preschool and kindergarten settings. These activities are assumed to play an important role in children’s mathematical development. Nevertheless, most research on early mathematical development focuses on numerical and arithmetical abilities, with considerably fewer empirical studies on the role of patterning in children’s mathematical development. There is now, however, an increasing number of research studies in developmental cognitive psychology and (psychology of) mathematics education that focus on the analysis and stimulation of patterning abilities in young children. In this contribution, we discuss the recent literature on patterning abilities in children in the transition from preschool to primary school. We compare different definitions and operationalizations of patterning and elaborate on the association between mathematical patterning abilities and other domain-specific as well as domain-general cognitive abilities. Finally, interventions aimed at stimulating patterning abilities in young children are explored. Theoretical, methodological, and educational implications of the available studies as well as perspectives for further research are discussed.

30 citations

Journal ArticleDOI
TL;DR: The current data suggest that children's spontaneous attention to patterns is an important component of their mathematical ability, and the role of SFOP in early mathematical development is analyzed.
Abstract: BACKGROUND Early patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns. AIMS The present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical ability. SAMPLE Participants were 378 children (Mage = 4 years 10 months; 191 boys) from 17 preschools. METHODS Spontaneous Focusing On Patterns was measured with a construction task in which children had to build a tower with 15 blocks of three different colours. The constructions of the children were grouped into three categories (i.e., pattern, random, and sorting). We additionally administered tasks assessing their patterning ability, mathematical ability, spatial ability, and visuospatial working memory. RESULTS When building a tower, 37% of the preschoolers spontaneously created a pattern, 49% made a random construction, and 14% sorted the blocks per colour. Preschoolers who spontaneously created a pattern had better patterning and mathematical ability than children in the random group. Group differences in patterning ability and spatial skills accounted for the difference in mathematical ability. CONCLUSIONS The current data suggest that children's spontaneous attention to patterns is an important component of their mathematical ability. Children's spontaneous pattern constructions may provide opportunities to discuss and practice patterns in preschool settings or at home, but more research is required to further analyse the role of SFOP in early mathematical development.

13 citations

Journal ArticleDOI
TL;DR: In this paper, a cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills, and from ages 5 to 6 years, both patterning abilities predicted later numerical ability.
Abstract: The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills.

11 citations