How Chinese Teach Mathematics: Canadian Teachers’ Perspectives

Peng, Aihui; Cao, Li

doi:10.1007/s11516-021-0002-7

Cited by 1 publication

(3 citation statements)

References 41 publications

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“…Many have already discovered also that these models apply to kid's estimations in continuous circumstances, while the logarithm major parameter is applicable in intermittent situations. Elementary kids' do their estimations in a normal manner, that would be, in the right way in comparison to existing backend, regardless of precision [6].…”

Section: Estimation Of Quantitymentioning

confidence: 99%

“…Nonetheless, it might be argued that the Canadian system failed to promote research material warning teachers that overestimation of time and time accuracy in children with arithmetic learning difficulties tends to be an indicator for math competencies in the first instance. To put it another way, including query justifications and evidence of the expected competence's significance in curricular support materials may be helpful, at least in terms of measurement estimates [2], [4], [5], [6].…”

Section: Differences In Evaluation and Education Between China And Ca...mentioning

confidence: 99%

“…Mathematics education in China is predicated, and progresses via sequential and revolving levels. The foundation of China simple mathematics includes "figures and algebraic figures; spatial and geometrical figures; probability theory; linkages and formulation," as per the National mathematics this the curriculum guidelines for 9 years primary education [6].…”

Section: Introductionmentioning

confidence: 99%

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Comparative Analysis on Chinese and Canadian Primary School Mathematics Estimation Education Differences

Shao¹

2021

Advances in Social Science, Education and Humanities Research

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Mathematics is one of the most important topics in school and in the community in twenty-first century, a pupil who is good at mathematical seems to have the capacity to alter the progress of their very own state's financial, governmental, and social issues [1]. Estimation is regarded as among the top 3 objectives of teaching maths since it is "an action that pervades both kid's and grownups' lifestyles" [2], [3]. In concerns of shaping a student's ' attitudes regarding mathematics, caregivers play an essential part in the primary level [2]. The aim of this study is to look at mathematics estimation education differences in Canada and China in general to find out the differences between the two systems. This article analyses the national mathematics curriculum of obligatory schools for Canada and China for estimating opportunities for students, recognizing that the capacity to evaluate has significant implications both for subsequent mathematics learning and for real world functions. Framed by four modes of evaluation (number line, quantity, computation and, measurement) that are theoretically and technically distinct, each using mathematics differently [2]. Findings are that both countries' curriculum, especially those in Canada, provide students with ample and clear chances to acquire whatever kind of estimating abilities they may need. A comparison of the two educational methods also indicates that a hybrid of the two approaches should be explored in order to optimize students' results.

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Section: Estimation Of Quantitymentioning

confidence: 99%