In Search of an East Asian Identity in Mathematics Education — the Legacy of an Old Culture and the Impact of Modern Technology

Leung, Fks

doi:10.1007/978-94-010-9046-9_34

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides evaluating teachers' teaching, the results of mathematics competitions are also directly related to students' further enrollment. Under the guidance of such admission system, Chinese students are overly success-oriented because they usually want to achieve their life goals through diligent study (Li, 2005), and have a strong external motivation to strive for a promising future (Leung, 2001;Wong et al, 2012). However, for various reasons, some students may give up 10.3389/fpsyg.2024.1388236 Frontiers in Psychology 13 frontiersin.org midway through mathematics competitions due to difficulties in adapting, as A 4 mentioned.…”

Section: Discussionmentioning

confidence: 99%

“…Success can bring happiness to families while failures bring shame (Li, 2002). Influenced by this atmosphere, Chinese parents tend to attribute students' success to their diligence (Leung, 2001). Of course, if there are only a few students who are suitable to learn competitions, teachers of various subject competitions have to compete for the students.…”

Section: Discussionmentioning

confidence: 99%

“…Chinese students may enter universities via the Gaokao; only a small number are recommended directly to universities through the Mathematical Olympiad (Xiong and Jiang, 2021). Chinese students also work very hard and have a strong internal and external motivation to learn (Leung, 2001;Wong et al, 2012); scholastic success or failure has the ability to affect a family (Li, 2002).…”

Section: Teachers' Stressmentioning

confidence: 99%

See 2 more Smart Citations

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective

Lv,

He,

Xiong

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

Those who teach mathematically gifted high school students play a key role in both their identification and cultivation. Teachers who teach the Mathematical Olympiad in China work long hours and teach difficult content; they are under a significant amount of work-based pressure, and that is worthy of further study. This study analyzed the sources of stress for 33 Chinese teachers who teach the Mathematical Olympiad, collected data through semi-structured in-depth interviews, and adopted a subject analysis method based on Bronfenbrenner’s ecological system that considers the influences that the complexity of socio-cultural and environment have on individual emotions. It is divided into five structural or environmental systems in which human beings develop, namely the macroscopic, external, meso, micro, and chrono systems. The research results show that the greatest influences on these teachers’ stress come from the mesosystem and microsystem levels, and that the key players are students and school leaders. Educational policy and culture are found to be key factors from the macrosystem. Overall, long-term stress was seen to affect both teachers’ moods and their physical health. Finally, the results offered implications for education policy and school management and suggestions for the cultivation and management of mathematics teachers who teach the gifted. Limitations of the study are discussed, and directions for future research are proposed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Teachers' Stressmentioning

confidence: 99%

See 1 more Smart Citation

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective

Lv,

He,

Xiong

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Students and teachers are subject to excessive pressure from highly competitive examinations, and the students do not seem to enjoy their mathematical learning. (Leung, 2000) However, East Asian students consistently outperform their Western counterparts in international tests such as TIMSS. Therefore, in some Western people's eyes, it is really a paradox (the Chinese learner'sparadox): how can such a poor mathematics education result in students' good performance?…”

mentioning

confidence: 99%

Mathematics Education in China: From a Cultural Perspective

Zheng

2006

Mathematics Education in Different Cultural Traditions-a Comparative Study of East Asia and the West

View full text Add to dashboard Cite

Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences Across Two Ethnic Cultures

Kang

Leung

2022

Int J of Sci and Math Educ

View full text Add to dashboard Cite

In Search of an East Asian Identity in Mathematics Education — the Legacy of an Old Culture and the Impact of Modern Technology

Cited by 5 publications

References 0 publications

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective

Mathematics Education in China: From a Cultural Perspective

Assessing Expectancy and Value Beliefs in Mathematics: Measurement Invariance and Latent Mean Differences Across Two Ethnic Cultures

Contact Info

Product

Resources

About