个人简介：

彭爱辉，BET体育365投注官网副教授，硕士研究生导师。2007年获数学教育方向博士学位并留校工作至今。期间获瑞典堪培(Kempe Foundation)基金资助，在瑞典于默奥大学从事数学教育方向的博士后研究、在林奈大学任客座研究员。先后主讲研究生课程《思维与研究方法》，本科生课程《课堂教学技术与艺术》、《地本校本课程》、《高等数学》等。主要研究兴趣为数学教师教育和不同文化背景下的数学教育。目前主持部、省、校级课题各1项，国际合作项目1项，获国内外基金资助项目共5项。先后多次在国际数学教育心理学（PME）、国际数学教育大会（ICME）等重要国际学术会议上作报告，并在国内外的主题研讨会和教师培训等活动上作报告。曾受邀在韩国国立教育大学和挪威多德/豪格斯桑德大学作学术报告。有关研究成果曾获教育部第四届全国教育科学研究优秀成果奖三等奖（独立）和重庆市第三届高等教育教学成果一等奖（排名第四）等奖项。担任2012年在韩国召开的第12届国际数学教育大会（ICME12）第24专题研究小组（TSG24）“中学数学教学所需知识”主席。担任美国《School Science and Mathematics》和德国《ZDM: The International Journal of Mathematics Education》等杂志的审稿人。

科研成果：

Selected peer-reviewed articles

Peng,A.& Song, N. (in press). The status quo and development of mathematics education for ethnic minority in China.Studies in Ethnicity and Nationalism.

Peng,A.& Nyroos, M. (2012). Values in effective mathematics lessons in Sweden: what do they tell us? The Montana Mathematics Enthusiast, 9(3).

Peng, A., & Luo, Z. (2009). A framework for examining mathematics teacher knowledge as used in error analysis. For the Learning of Mathematics, 3, 22-25.

Peng, A.(2007). Knowledge growth of mathematics teacher during the professional activity based on the task of lesson explaining. Journal of Mathematics Teacher Education, 3, 289-299.

Peng, A.(2007). Mathematics teachers’ concerns regarding the implementation of new mathematics curriculum in southwest China. Journal of Educational Studies, 3, 64-69.(in Chinese)

Peng, A.(2007). A case study of developing students’ ability to design algorithm in LOGO environment. Research in Mathematical Education,1, 61-70.

Peng, A.(2005). Case studies of developing creativity through integrating algorithmic teaching into mathematical activities. Research in Mathematical Education, 4, 341-350.

Selected peer-reviewed international conference contributions

Peng, A., & Song, N. (2011). Reflection on GX: Its Framework and experimental effects. In J. Wang (Eds.), Proceedings of the International Conference on School Mathematics Textbooks. Shanghai, China.

Peng, A., Song, N., Yu, B., & Huang, Y. (2011). Bilingual mathematics teacher education for minority regions inChina. In M. Setati, T. Nkambule, & L. Goosen(Eds.), Proceedings of the ICMI Study 21 Conference: Mathematics Education and Language Diversity. Sao Paul, Brazil.

Sollervall, H., Gil dela Iglesia, D., Milrad, M.,Peng, A., et al. (2011). Designing with mobile technologies for enacting the learning of geometry. T. Hirashima et al. (Eds.) (2011). Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand.

Sollervall, H., Gil de la Iglesia, D., Milrad, M.,Peng, A., et al. (2011. Trade-offs between pedagogical and technological design requirements affecting the robustness of a mobile learning activity. T. Hirashima et al. (Eds.) (2011).Proceedings of the 19th International Conference on Computers in Education.Chiang Mai,Thailand.

Peng, A.(2010). Students' arguing in a circle: Can exiting theories of error analysis in mathematics education explain? In M. Pinto (Eds.), Proceedings of the 34th conference of the International Group for the Psychology of Mathematics Education. Belo Horizonte,Brazil.

Peng, A., & Nyroos, M. (2010). Differences and similarities of different group students’ values in effective mathematics lessons. In B. Yoshi (Eds.),Proceedings of the 5th East Asian Conference on Mathematics Education.Tokyo,Japan.

Peng, A., & Nyroos, M. (2010). What do effective mathematics lessons value:Preliminary findings froma Swedish low-secondary school. In B. Christer (Eds.),Proceedings of the 7th Swedish Mathematics Education Research Seminar.Stockholm, Sweden.

Peng, A., et al. (2008). The development of mathematics education for ethnic minority inChina. In J. Wang (Eds.), Proceedings of the Chinese National Presentation at the 11th International Congress on Mathematics Education. Monterry,Mexico.

Peng, A.(2004). A study of the development of meta-cognitive ability and the creation of the mathematical situation. In N. Song (Eds.), Proceedings of the ICM2002 Satellite Conference on the Reform of Mathematics Curriculum and its Education in the 21^stCentury. Chongqing,China.

Selected book chapters

Lv, S., Chen, T.,Peng, A., & Wang, S. (2012). Development of Chinese mathematicstextbooks for primary and secondary schools since the 20th century. In B.Siraman, J. Cai, C. Lim et al. (Eds.). The First Sourcebook on Asian Research in Mathematics Education.

Tang, H.,Peng, A., Chen, B. et al. (2012). The status quo and prospects of mathematics education for ethnic minority inChina. In B. Siraman, J. Cai, C. Lim, et al. (Eds.). The First Sourcebook on Asian Research in Mathematics Education.

Tang, H.,Peng, A., & Kuang, K. (2011). Characteristics of “Two Basics” teaching in the Chinese mathematics classroom. In Y. Li. (Eds.). How the Chinese Teach Mathematics. New York: Springer.

Li, J.,Peng, A., & Song, N. (2011). Teaching algebraic equations with variation in Chinese classroom. In J. Cai. (Eds.). Monograph on Early Algebraization. New York: Springer.

Peng, A(2010). Mathematics curriculum for middle schools in Eastern and Western countries. In N. Song. (Eds.). An Introduction to Mathematics Curriculum. Beijing:BeijingNormalUniversityPress. (In Chinese)

联系方式：huihuiai@swu.edu.cn;huihuiai0@163.com.