I. Education Background

II. Projects

International Projects

Learning from Lessons: Studying the structure and construction of mathematics teacher knowledge in

Australia, China and Germany. Supported by Australian Research Council (ARC). Main researcher in Chinese team

Connecting across the borders of Sweden, China and South Africa to design a free open online course that support mathematics teachers’ use of digital resources. Supported by Stockholm University (2020-2022). Main researcher

The Documentational Approach to Didactics (DAD) -Multilingual project (2020-2022). Supported by ENS de Lyon, main researcher in Chinese team

ANR ReVEA (Resources vivantes pour lenseignement et lapprentissage) (2014-2018). Supported by France Ministry of Education. Main researcher in supervisor’s team

MaTRiTT (Mathematics Teachers Resources in a Time of Transitions) (2017-2018). Supported by France Ministry of Culture. Main researcher

PREMaTT (Penser les Ressources de l’Enseignement des Mathématiques dans un Temps de Transition) (2016-2018). Supported by National School of Teacher Education (ESPE)and French institute of Education (IFÉ). Main researcher

Chinese Projects

Cognitive and Brain Mechanism Research of Students’ Mathematical Creative Thinking in Complicated Contexts (2022-2025). Supported by National Natural Science Foundation of China, main researcher.

The international comparative research on the difficulty and capacity of textbooks in compulsory education. National Key Projects of National Education Science Planning (2023-2026). Supported by China Ministry of Education, main researcher.

Research on theoretical framework and practice improvement of evaluating teacher core professional competency (2017-2020). Supported by China Ministry of Education, participate.

III. Publications and Research Activities

Journal Papers

Wang, C. Shinno, Y., Xu, B., & Miyakawa, T. (2023). An anthropological point of view: exploring the Chinese and Japanese issues of translation about teaching resources. ZDM-Mathematics Education 55, 705-717.

Wang, C., & Wang, L. (2021). The mathematics teachers in shadow education: a new area of focus in teacher education. Journal of mathematics teacher education 25(2), 247-255.

Damrau, M., Barton, D., Huget, J.,Chan, E., Roche, A.,Wang, C., Clarke, D., Cao, Y., Liu, B., Zhang, S. & Peter-Koop, A. (2022). Investigating teacher selective attention and learning in Australia, China and Germany: a tale of three teachers. ZDM-Mathematics Education. https://link.springer.com/content/pdf/10.1007/s11858-022-01361-7.pdf

Trouche, L., Gitirana, V., Miyakawa, T., Pepin, B., & Wang, C. (2019). Studying mathematics teachers’ interactions with curriculum materials through different lenses: towards a deeper understanding of the processes at stake. International Journal of Educational Research 93, 53-67.

Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics 94(3), 257-274.

Zhu, Z., & Wang, C. (2022). Reviews and revelations of measuring opportunities to learn in PISA 2021. Journal of comparative education (03), 14-23. (in Chinese “PISA学习机会测评的审视与启示”)

Wang, C. (2017). The reform and implementation of “core competence” in France. Hubei Education (01), 8-10. (in Chinese “法国核心素养的实施与变革”)

Books

Cao, Y., Zhao, J., Wang, Y., & Wang. C. (2020). Theory and Practice of Mathematics Education, Higher Education Press. (in Chinese “数学教学论”)

Cao, Y., Wang, C., Wang, Y., & Ma, Y. (2021). The design and implementation of mathematics teaching. Beijing Normal University Publishing House. (in Chinese “数学教学设计与实施”) (awarded as “national recommended textbooks for teacher colleges”)

Chapters

Wang, C. (2020). Towards a conceptual model of documentation expertise: A reflection on a Chinese pilot study. In L. Trouche, G. Gueudet, & B. Pepin (Eds.), The ‘Resources’ Approach to Mathematics Education. Springer.

Wang, C. (2018). Mathematics teachers’ expertise in resources work and its development in collectives: A French and Chinese Cases. In L. Fan, L. Trouche, S. Rezat, C. Qi, & L. Visnovska. (Eds.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues (pp. 193-213). Springer.

Research Communication and  Invited Lectures

Trouche, L., & Wang, C. (2024). Textbooks as crucial interfaces between culture, policy and teacher curricular practice: the case of mathematics textbooks and teachers’ resources. Invited lecture, Faculty of Education, Beijing Normal University, Beijing, China, 20 March 2024.

Trouche, L., & Wang, C. (2024). Textbooks, resources and mathematics teachers’ practices: France as a case. 7 April 2024. Invited lecture, Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China, 7 April 2024.

Trouche, L., & Wang, C. (2024). Questioning the future of mathematics teaching. A prospective walk. Invited lecture, School of Future Education, Beijing Normal University, Zhuhai, China,10 April 2024.

Trouche, L., & Wang, C. (2024). Understanding mathematics teachers’ work in a changing world. A resource point of view. Invited lecture, School of Future Education, Zhuhai, China, 11 April 2024.

Trouche, L., Shao, M., & Wang, C. (2024).A journey to the heart of mathematics education. French and Chinese travelogues. Invited lecture, School of Mathematical Scince, South China Normal Univeristy, Guangzhou, China, 12 April 2024.

Trouche, L., & Wang, C. (2024). Teachers' professional development as seen through the prism of their interactions with teaching resources: the foundations of a theoretical approach.  Invited lecture by Teacher Education Centre under the auspices of UNESCO, Shanghai Normal University, Shanghai, China, 22 April 2024.

Trouche, L., & Wang, C. (2024). Understanding teachers’ professional development through their interactions with the resources of their teaching. Invited lecture, Faculty of Education, East China Normal University, Shanghai, China, 24 April 2024.

Wang, C. (2024). Mathematics Teacher Professional Development in digital era: Individual Learning and collective professional development. Chinese mathematical society. Dalian University of Technology, Dalian, China, 22-26 December 2023. (数字时代的数学教师发展：个体成长与群体专业发展. 中国数学会2023学术年会分组报告). 

Wang, C. (2022). Uncovering the resource systems with Community of Practice: Three case studies on Pre- and In- service  Chinese mathematics teachers. Research forum presentation at 4th International Conference on Mathematics Textbooks (ICMT-4), Beijing, China, 11-14 October 2022.

Wang, C. (2022). The online-based informal Teaching Research Community for Chinese maths teachers’ Professional Development: surprise evidences found in teacher resource system. Stockholm University, Sweden, 17 March 2022.

Wang, C. (2022). The spontaneous teaching research activities of Chinese maths teachers in the post Covid era: informal learning seen from teachers’ resource system. 2nd colloquium in Didactic of Mathematics (DiMA 2022), Annaba, Algeria, 12 March 2022.

Wang, C. (2021). Comprendre l’expertise documentaire à travers le prisme du système de ressources: une histoire de groupe de recherche pédagogique « échoué » en Chine. Séminaire national de didactique des mathématiques, Paris, France, 21-23 January 2021.

Wang, C. (2018). A mode of experiences transfer: Chinese MOKE activities in a lens of documentational genesis. Congrès International Lesson Study, Lausane, Swissland, 6-8 July 2018.

Wang, C., & Trouche, L. (2016). Resourcing teachers' documentation work through the combination of research and practice: the case of the Teaching Research Group in China. 4ème colloque international de l'ARCD,  Toulouse, France, 8-11 March 2016. 

Trouche, L., & Wang, C. (2015). A new curriculum for the French primary and middle schools, principles and issues.  East China Normal University, Shanghai, China, 17 November 2015.

Trouche, L., Rocha, K.M., & Wang, C. (2015). Comprendre le travail des enseignants, un travail avec/pour des ressources, un travail collectif. Rencontre nationale des LéA, IFÉ, ENS de Lyon, France,13 May 2015.

Conference Papers and Presentations

Wang, C. Shinno, Y., Xu, B., & Miyakawa, T. (2022). Exploring the translation issues from English/French to Chinese/Japanese: cultural and linguistic specificities related to resource between West and East. The 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45), Alicante, Spain, 18-23 July 2022.

Chan, M.C.E., Cao, Y., Barton, D., Damrau, M., Wang, C., & Clarke, D. (2021). Learning From Lessons: A Framework For Categorising Different Forms Of Mathematics Teacher In-Class Learning In Australia, China, And Germany. The 44th Conference of the International Group for the Psychology of Mathematics Education (PME 44), Khon Kaen, Thailand, 19-22 July 2021.

Wang, C., & Rocha, M.R. (2020). Tools and resources for/from teachers’ collaboration: a comparative study of Chinese and French cases. The international Commission on Mathematical Instruction (ICMI study 25), Lisbonne, Portugais, 3-7 February 2020.

Rafalska, M., Wang, C., & Trouche, L. (2019). Comparing naming systems used by Chinese and Ukrainian teachers in describing their resources and documentation work: exploring teachers’ resource system. The 3rd International Conference on Mathematics Textbooks (ICMT-3), Paderborn, Germany, 16-19 September 2019.

Wang, C., Salinas, U., & Trouche, L. (2019). From teachers’ naming system of resources to teachers’ resource system: Contrasting a Chinese and a Mexican case. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Wang, C., Trouche, L., & Pepin, B. (2018). An investigation of Chinese mathematics teachers’ resources work and their professional development in collectives, In G. Schubring, L. Fan, & V. Giraldo (Eds.). Proceedings of the 2nd International Conference on Mathematics Textbooks (ICMT-2), Research and Development (pp. 144-157). Rio de Janeiro: Instituto de Matemática, Universidade Federal do Rio de Janeiro.

Wang, C., Rocha, K.M., & Trouche, L. (2017). Documentation Expertise and Its Development with Documentation Experience in Collectives: A French Case of Collective Lesson Preparation on Algorithmic. In G. Aldon & J. Trgalova (Eds.), Proceedings of the 13thInternational Conference on Technology in Mathematics Teaching (pp. 285-292). ENS de Lyon. 

Wang, C. (2017). Documentation Expertise and its development in collectives: A Chinese case of Teaching Research Group. (Proceeding in progress). 19è École d'été de Didactique des Mathématiques organisée par l'ARDM, Paris, France, 20-26 August 2017.

Wang, C. (2016). Teaching Research Group in China: an organization dedicated to teacher professional development. In Y. Matheron, G. Gueudet, V. Celi, C. Derouet, D. Forest, M. Krysinska, S. Quilio, M. Rogalski, T. A. Sierra, L. Trouche, C. Winsløw (Eds.), Proceedings of 18ème école d'été de didactique des mathématiques (pp. 571-580). Grenoble: La pensée sauvage.

Wang, C. (2013). 'Fun School' for Primary Mathematics based on Flash. In I. Maitree (Ed.), Proceedings - The 6th East Asia regional conference on mathematics education (EARCOME 6): Theme-Innovations and Exemplary Practices in Mathematics Education (pp. 405–412). Khon Kaen: Center for Research in Mathematics Education.

IV. Teaching Experiences

For masters students  (major in mathematics education): Theory and Practice of Mathematics Education; The design and implementation of mathematics teaching; Phonographic Study on mathematics; Literature reading and review in mathematics education.

For bachelor students (major in mathematics education): The practice and improvement of teaching; The observation and workshop on/for teaching