Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/43683
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dc.contributor.editorNiss, Mogens-
dc.contributor.editorLianghuo, Fan-
dc.date.accessioned2019-02-14T07:29:04Z-
dc.date.available2019-02-14T07:29:04Z-
dc.date.issued2015-
dc.identifier.isbn978-981441581-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/43683-
dc.descriptionSince our first book, How Chinese Learn Mathematics: Perspectives from Insiders (hereafter called “Insiders 1”), was published in 2004, we as editors have received much encouraging feedback from educational researchers and practitioners, as well as general readers, from different countries. We have also gladly noticed that Insiders 1 has been reviewed in leading research journals and other publication avenues in a number of countries including the US, UK, Germany, Singapore, and China. 1 In particular, soon after the publication of the book, we began to receive encouragement from our publisher and our advisors, as well as from some readers to publish a new book, or Insiders 2, with a particular focus on Chinese mathematics teaching.en_US
dc.language.isoenen_US
dc.publisherWorld Scientific Publishing Co. Pte. Ltden_US
dc.subjectPerspectives from Insidersen_US
dc.titleHOWCHINESE TEACH M ATHEM ATICSPerspectives from Insidersen_US
dc.typeBooken_US
Appears in Collections:Education Planning & Management(EDPM)

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