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Two math camps were jointly carried out in two middle schools in a City in China by two groups of prospective mathematics teachers. One group of them consisted of 12 prospective teachers led by a mathematics teacher educator who came from a midwestern university in the U.S., and the other group of them consisted of 18 prospective teachers led by a mathematics teacher educator who came from a university in central China. The strengths and weaknesses of math camps from the perspective of Chinese and American prospective mathematics teachers were found by analyzing their reflection reports on math camps, which reflected their differences on teachers’ noticing of classroom teaching. The results showed that the middle zone of Chinese and American mathematics teaching might include strengthening adherence to teaching both essential content and representational form.

Searching for the Middle Zone of Chinese and American Mathematics Teaching through Math Camps