2017-2020	北京师范大学	课程教学论（数学）	教育学博士
2018-2019	墨尔本大学	数学教育	访问学者
2015-2016	伦敦大学国王学院	数学教育	教育学硕士
2011-2015	海南大学	数学与应用数学	理学学士

     课程教学论，数学合作问题解决，教师实践性专业发展，职前教师专业发展。

            数学教育，数学课堂教学，学科教学论，课堂话语，数学教师专业发展

             北京师范大学中国教育创新研究院 数学学科专家（2021.4-2024.4）

主持：

广东省哲学社会科学规划青年项目“粤港澳大湾区中学合作问题解决教学实证研究（GD21YJY18）”；主持人；2021-2023

广东省教育科学规划（教育综合改革专项）“职前教师课题教学实践能力的智能评价研究（2021JKZG084）”主持人；2021-2023

主要成员参加：

澳大利亚研究委员会Australian Research Council（ARC）创新项目（Discovery Project） “Learning from Lessons: International Study of mathematics teacher learning”；项目号：DP170102540；主研研究者；2017-2020

澳大利亚研究委员会Australian Research Council（ARC）创新项目（Discovery Project） “Social Essentials of Learning: Collaborative Learning in Australia&China”；项目号：DP170102541；主研研究者；2017-2020

全国教育科学规划课题“中学生合作问题解决中认知互动与社会互动及其关系的实证研究”；项目号：BHA180157；主研研究者；2018-2020

     近五年论文：

Zhang, S., Cao, Y., Chan, M.C.E. et al. (2022) A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia. ZDM Mathematics Education. https://doi.org/10.1007/s11858-022-01335-9 (SSCI online first)

Wegerif, Rupert,张舒，袁莉(2022).面向群体智能塑造未来教育：一项重要研究课题.中国教育信息化.1,4-10.

Zhang, S., Chan, MCE., Cao, Y., & Clarke, D. (2021). Developing a conceptual framework for investigating student participation in collaborative problem solving in mathematics: Positioning and negotiation between four Chinese students. Journal of Educational Research in Mathematics, 31(3):277-297. doi.org/10.29275/jerm.2021.31.3.277

Zhang, S., Zhao, W., & Cao, Y. (2021).Toward Sustainable Professional Development: An Investigation of Informal Interactions among Chinese Mathematics Teachers, Frontiers in Psychology, 12: 3191. doi.org/10.3389/fpsyg.2021.681774 (SSCI)

Cao, Y., Zhang, S*., Chan, M.C.E. et al. (2021) Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review. 22, 157–168. https://doi.org/10.1007/s12564-021-09694-w (SSCI)（Corresponding Author）

Zhang, S., Cao, Y., Wang, L., & Li, X. (2019) Characteristics of teaching and learning single-digit whole number multiplication in china: the case of the nine-times table[J]. ZDM-Mathematics Education, 51(1), 81-94.（SSCI）

曹一鸣，李信巧，郭转娜，张舒. (2021) 初中数学教师非正式交流研究-基于中国3个地区七年级数学教师的调查分析. 数学教育学报[J]. 30(03)，12-17.

张舒，曹一鸣，王宽明. (2020) 国际视野下问题解决在数学课程发展中的争鸣和走势. 比较教育学报[J]. 1,10-23. (CSSCI)

张舒，曹一鸣. (2018)“问题”“理论”与“方法”:如何做好数学教育研究——访国际数学教育委员会前秘书长Mogens Niss教授[J]. 数学教育学报. 27(06): 53-57. (CSSCI)

张舒，王浩华，李肯, 王猛涛,陆宁波. (2015) 基于神经网络算法的海南旅游需求测估模型[J].数学的实践与认识. 2015, 45 (19), 12-22.

       

Zhang, S., Chan, MCE., & Cao, Y. Examining Student participation in collaborative mathematics problem solving through the lens of commognitive framework. Oral Presentation in The 44th Annual Conference of the International Group for the Psychology of Mathematics Education (PME 44), Tailand. 2021, July.

Zhang. S., & Wang, Y. Rethinking Scaffolding in teacher-student interaction from the perspective of teacher emotion. Classroom Teaching Research for all Students (CTRAS2021). Beijing, China. 2021, June.

Cao, Y., Guo Z., & Zhang, S*. An investigation of Chinese mathematics teachers’ informal interactions and collaborations in middle schools. ICMI Study 25. 2020, February, pp.444-451.（通讯作者）

邀请报告：墨尔本大学教育研究生院“数学教育系统国际比较（International comparisons of mathematics education systems）”论坛，2019, May.

Zhang, S., Chan, MCE., & Cao, Y. Studying student interactive positioning in collaborative mathematics problem solving: the case of four Chinese students. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Research Group of Australasia), 2019. July. Perth MERGA. pp. 787-794.

Zhang. S. & Cao, Y. Studying Teachers Beliefs on Teaching Whole Numbers With the Application of Nine Times Table. Poster Presentation in The 42nd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 42), Sweden, 2018 July.

Zhang, S. What makes proof difficult? A study of the secondary-tertiary transition with a focus on recognition and learning of mathematical proof. Proceedings of Research Forum International Classroom Teaching Research for All Students. 2017, July

获奖情况

2020年北京师范大学优秀博士毕业生

2020年北京市优秀博士毕业生

2021年北京师范大学优秀博士学位论文