The Mathematical Evaluation of Instructional Strategies in the Classroom: Findings from Research Done in a Leading Chinese Educational Community
Abstract
Considering the, "Due to the political climate in China until the 1980s, there have been few studies on how kids learned mathematics. Second, studies on how students learnt mathematics have been restricted since the 1960s (Wong, 1998; Leung, 1992), despite interest from Western scholars in understanding the causes for Chinese students' remarkable success in mathematics. Despite the fact that many Chinese math teachers have attended a wide range of international conferences in recent years, few studies on Chinese mathematics education, especially those involving students from Mainland China, have been published in foreign journals. Math lessons in Shanghai, a contemporary metropolis with strong links to Chinese culture, and those in Hong Kong, which has always been under the twin influence of long-inherited Chinese culture and imported Western values, are intriguing to compare and contrast on both a theoretical and practical level. Stigler and Hiebert (1999) argue that the act of teaching is culturally significant. The current study has the potential to shed insight on Chinese mathematics pedagogy, in addition to adding to a better understanding of mathematics classroom instruction in the two places "helpful. In a reiteration of the variation theory of education, "which has just recently been applied to studies of classroom teaching but whose original focus was on the learning process. There has never been an attempt like this before at a nationwide survey of math education in China. This idea will be enriched when its use is expanded into formal education settings. A comprehensive understanding of the practices in Hong Kong and Shanghai mathematics classrooms will be an excellent resource for the implementation of the reforms in the two cities, where "a number" of modifications have been "adopted in mathematics education "cities.
Keywords
Chinese Mathematics Pedagogy, Theory of EducationHow to Cite
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