Shanghai curriculum reform in basic school education has been conducted for the past decade. This is a case study of an exemplary lesson aimed to examine an expert kindergarten teacher’s instructional approaches and interactions with children in the classroom under the Shanghai Curriculum Guidelines of Preschool Education, with a focus on children’s mathematical thinking.

The results revealed that dramatic changes had taken place in this kindergarten classroom, as compared to traditional instructional practices in China. In particular, children were engaged in activities that foster high-level thinking; this classroom instruction contained many features that were called for in the reform curriculum. Interviews with the teacher’s mentor revealed her belief of those practices. The possible significances of this exemplary lesson in a broader context are discussed briefly too.

teacher education, mathematical thinking, exemplary lesson, expert teacher, kindergarten classroom.