1. The income and outcome of teaching resources: a comparative study of 3 Chinese teachers` documentation work WANG Chongyang cy_wang5258@163.com

2. Introduction In the seminar held in March 2014(Shanghai), a general introduction about 3 mathematics teachers` documentation work had been presented: (1) their collective and unique teaching resources; (2) how to process and save, and (3) how to share their teaching resources, also (4) some suggestions to the novices are provided by the 3 teachers. In this presentation, I will focus on the third one, how they share their works, and make a more detailed introduction.

3. Participants in this study Teachers come from a high school in Suzhou City of Jiangsu Province Service year Professional titleBackground information Mr. Zhang23Senior title achieved in 2007 Math teacher of Grade 12 Mr. Ji18Senior title achieved in 2011 Math teacher of Grade 11 Mr. Jiang8Scale-1 title achieved in 2013 Math teacher of Grade 10

4. Method: interview Interview topics How do they access their teaching resource? How do they process and save their works? How do they share their works? How do they share their works? Suggestions to the novices. Service year Professional title Background information Mr. Zhang 23Senior title achieved in 2007 Math teacher of Grade 12 Mr. Ji18Senior title achieved in 2011 Math teacher of Grade 11 Mr. Jiang 8Scale-1 title achieved in 2013 Math teacher of Grade 10

5. Resources  Input yellow box: both input and output

6. Input Output Zhang(23 years) Yellow box: both input and output Blue box: new approaches except the input

7. Input Output Jiang(8 years) Yellow box: both input and output Blue box: new approaches except the input

8. Input Output Ji (18 years) Yellow box: both input and output Blue box: new approaches except the input

9. Collective output approaches Lesson preparation activities Teaching and research activities Training apprentice Campus network(also called Subject Website) QQ groups

10. Unique output approaches Papers Lectures Cross-disciplinary Projects Zhang(23 years)

11. Unique output approaches Teaching forums Teaching websites( except campus network) Instant messenger( We chat, QQ) QQ groups Social Network Platform( QQ Zone, We chat Moments, Microblog) Jiang(8 years)

12. Discussion 1: traditional ways Training Apprentice: an effective way to share their teaching experiences to their apprentices in depth. However, this apprenticeship make a closed circle which other teachers cannot access to. Open class: report class, model class, teaching competitions. Lesson Preparation Group: Mo ke, make teaching plans(not lesson plan), discuss exam preparations, make or select exam or exercise items…

13. Discussion 2: Zhang(23) v.s. Jiang(8): Theoretical thinking v.s. Knowledge Transference Zhang: At the beginning of their( young teachers`) teaching careers, they pay too much time on solving the specific items, the research of knowledge, and how to teach the students gain the solving methods, then in this way their plenty of energy will be cost…there will be something hasn`t done, such as training the students` ability, that is the thing higher than the knowledge and methods. Me: Compared with your first day being a teaching, what differences are there in resource processing and preserving? Jiang: now my documents are all in readiness. For example, if I was going to give lessons, within 10 minutes or 15 minutes, I can get a lesson or a courseware ready for a normal lesson and use it right now because I have a complete set of resource. Zhang: “It is mainly the information quantity…Now, the information is in large amount, then the large amount of information brings a big problem…how to select, and then how to process, how to integrate..”

14. Discussion 3 Zhang(23) v.s. Ji(18): Working beyond teaching Me: “Have you kept writing these(teaching reflections)?” Ji: “I used to write, now I am not so ambitious.(Laughing) Sometimes I wont write it down but I know it clearly in my mind.” Zhang: “…we are required to have lesson plans, paper lesson plans, at least for me, I have preserved this tradition for many years…Sometimes I will keep it in mind, and avoid it in the next round of teaching. Sometimes I need to look it up, look up the paper lesson plans; it will be helpful to see the reflections. In addition, if you think constantly, reflect constantly, you will have papers, then the papers themselves are a way to refine your thinking, you express your ideas which are solidified in your mind in your papers.”

15. Thank you for your attention!