基本信息

研究方向主要为数学课程与教学，学习资源，教师专业发展与国际比较研究等。在International Journal of Educational Research，Eductaional Studies in Mathematics，Journal of mathematics education-ZDM，Journal of mathematics teacher education等SSCI期刊发表多篇文章，参与多项国际科研项目、国社科与国自然等国家级项目，并担任IJLLS等SSCI期刊评审人。

教育背景

博士 ENS de Lyon，专业：数学教育

硕士 华东师范大学，专业：课程与教学论（数学）

学士 江南大学，专业：教育技术学

工作经历

2023.06-今：北京师范大学教育学部，讲师

2019.09-2023.05：北京师范大学数学科学学院，博士后

教学工作

研究生课程：《数学教学设计与实施》《数学教育名著研读》《数学教学论》《数学教育研究文献选读》《数学专题研究》

本科生课程：《课程研发的理论与实践》《中学数学课程标准与教材研究》《中学教育学》《教育实践与提升》《教育观摩与研讨》

科研项目

1. 中澳德国际项目Learning from Lessons （从课堂教学中学习：数学教师学习的国际比较研究）（2017-2020），澳大利亚研究委员会Australian Research Council（ARC）创新项目，中方主研

2. 国际项目The Documentational Approach to Didactics (DAD) -Multilingual project （数学教学资源的国际比较研究），包含Arabic, Chinese, French, German, Greek, Hebrew, Hungarian, Italian, Japanese, Norwegian, Portuguese, Spanish, Turkish and Ukrainian共14个语种）(第一期2020-2021)，主研

3. ANR ReVEA (Resources vivantes pour lenseignement et lapprentissage) (2014-2018) （教与学的资源），国家级项目（法国教育部），主研

4. MaTRiTT (Mathematics Teachers Resources in a Time of Transitions) (2017-2018)（转型时期的数学教师资源）, 中法徐光启项目（法国文化部），主研

5. PREMaTT (Penser les Ressources de l’Enseignement des Mathématiques dans un Temps de Transition) (2016-2018) （转型时期数学教育资源的反思与重建），法国教师教育学院（ESPE）与国家教育研究院（IFÉ）合作项目，主研

6. 国际项目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 (中国/瑞典/南非，斯德哥尔摩大学项目) (2020-2022)，主研

7. 复杂情境下学生数学创造性思维的认知及脑机制研究，国家自然科学基金（面上）（2022-今），参与

8. 义务教育教材难度、容量的国际比较研究（2023-今），全国教育科学规划国家重点课题，参与

9. 教师核心专业素养发展性评价的理论框架与实践改进研究（2017-2020），教育部人文社会科学研究项目（青年），参与

10. 循证教育下的深度教研与数学创造性思维培养研究，横向（2022-今），主持

学术活动

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 王重洋(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，大连理工，2023年12月22-26日. 

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

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

11. 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, Invited lecture, Paris, France, 21-23 January 2021.

12. Chan, M. C. E., Cao, Y., Barton, D., Damrau, M., Wang, C., & Clarke, D. (2020). Learning from Lessons: A framework for categorising different forms of mathematics teacher in-class learning in Australia, China, and Germany. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Annual Meeting of the International Group for the Psychology of Mathematics Education, Khon Kean, Thailand (pp. 90–98). PME.

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

14. 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. Invited lecture, 4ème colloque international de l'ARCD,  Toulouse, France, 8-11 March 2016.

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

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

学术成果

1. Wang, C. Shinno, Y., Xu, B., & Miyakawa, T. (2023). Conceptualizing teachers’ interactions with resources in crossing languages and cultures. ZDM-Mathematics Education 55, 705-717. https://doi.org/10.1007/s11858-023-01477-41. 

2. Wang, C., & Wang, L. (2022). The mathematics teachers in shadow education: a new area of focus in teacher education. Journal of mathematics teacher education 25(2), 247-255.

3. 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, 54(2), 257–271. https://doi.org/10.1007/s11858-022-01361-7 

4. 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. 

5. Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). 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.

6. 朱忠明,王重洋. PISA学习机会测评的审视与启示[J].比较教育学报,2022(03):14-23.

7. 王重洋. 法国“核心素养”的实施与变革[J].湖北教育(教育教学),2017(01):8-10.

8. 曹一鸣主编，副主编 王重洋, 王祎, 马迎秋. 数学教学设计与实施, 北京师范大学出版社. 2021.

9. 曹一鸣主编，副主编 赵京波，王祎，王重洋. 数学教学论 (第二版), 高等教育出版社. 2020.

10. 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.

11. 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.