左思宇-数学与统计学学院2026

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左思宇

讲师

办公室

六号楼B231

邮箱

zuosyu@ccnu.edu.cn

个人简介

2026年7月起任华中师范大学数学与统计学学院讲师。

开设课程

研究方向

数学教育

教育经历

2023.09 – 2026.06 北京师范大学教育学部 课程与教学论 教育学博士
2020.09 – 2023.06 北京师范大学教育学部 课程与教学论 教育学硕士
2016.09 – 2020.06 湖南师范大学数学与统计学院 数学与应用数学 理学学士

工作经历

2026.07至今 华中师范大学数学与统计学学院

研究成果

Qi, C., Zuo, S., & Li, G. (2025). The relationship between project-based learning and mathematics achievement: Mediating roles of attitudes towards cooperation and motivation. Current Psychology, 44(19), 15781–15794.

Qi, C., Zuo, S., & Liu, L. (2025). Curricular noticing in Chinese lesson study: Teachers’ interactions with textbooks for project-based learning. ZDM – Mathematics Education, 57(5), 1035–1049.

Zuo, S., Liu, L., & Qi, C. (2025). Investigating Chinese teachers’ curricular noticing through a project-based learning lesson study. In B. Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development (pp. 484–491). Norwegian University of Science and Technology.

Zuo, S., & Qi, C. (2025). Using framing theory to facilitate the influence of collaborative learning on teacher noticing: a case of Chinese lesson study. ECNU Review of Education, 8(3), 830–852.

Zuo, S., Huang, Q., & Qi, C. (2024). The relationship between cognitive activation and mathematics achievement: Mediating roles of self-efficacy and mathematics anxiety. Current Psychology, 43(39), 30794–30805.

Qi, C., Liang, H., Zuo, S., & Li, R. (2024). Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA). Education and Information Technologies, 29(12), 15375–15402.

Qi, C., Lai, M. Y., Liu, L., Zuo, S., Liang, H., & Li, R. (2023). Examining teachers’ learning through a project-based learning lesson study: A case study in China. International Journal for Lesson & Learning Studies, 12(1), 106–119.

Qi, C., Liu, L., & Zuo. S. (2022). Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China. Asian Journal for Mathematics Education, 1(2), 204–220.

杜剑南, 綦春霞, 和 左思宇. (2026). “学科融合”视域下问题解决能力评价的建构与反思. 教育科学研究, 2026(1), 51-58.


Zuo, S., & Qi, C. (2025). Investigating Preservice Teachers’ Curricular Noticing Ability Through Textbook Annotation Activities. The 8th ICMI-East Asia Regional Conference on Mathematics Education, TSG4, Seoul, Korean, July 18-22, 2025

Zuo, S., Liu, L., & Qi, C. (2025). Investigating Chinese Teachers’ Curricular Noticing Through a Project-Based Learning Lesson Study. The 5th International Conference on Mathematics Textbook Research and Development, Theme 4, Trondheim, Norway, June 17-20, 2025

Zuo, S., & Qi, C. (2024). The Relationships Between Cognitive Activation, Self-Efficacy, Mathematics Anxiety, And Mathematics Achievement: A Large-Scale Study. The 15th International Congress on Mathematical Education, TSG 3.14, Sydney, Australia, July 7-14, 2024

Zuo, S., Liu, L., & Qi, C. (2024). Using Video to Develop Preservice Teachers’ Noticing within a Mathematical Modelling Context. The 15th International Congress on Mathematical Education, TSG 4.2, Sydney, Australia, July 7-14, 2024

左思宇，綦春霞(2023). 数学建模背景下利用视频促进职前教师关注力. 中国数学会2023学术年会分组报告, 大连理工大学, 大连, 2023年12月21-22日

左思宇，綦春霞(2023). 数学建模背景下职前教师关注力的培养——一项基于录像的干预研究. 华东师范大学亚洲数学教育中心第三届学术研讨会, 报告1-4, 华东师范大学, 上海, 2023年11月8-12日

研究项目

主持 北京师范大学学科交叉基金项目“融合多模态数据的合作环境下教师参与评估模型及干预研究”
参与 中国基础教育质量监测协同创新中心项目“区域质量健康体检中学数学素养测评”
参与 北京师范大学教育创新研究院项目“数学项目式学习整体改进”

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