Investigating curricular effect on the teaching and learning of mathematics in a cultural context: Theoretical and methodological considerations

Cai, Jinfa; Ni, Yujing

doi:10.1016/j.ijer.2011.06.002

Cited by 13 publications

(20 citation statements)

References 13 publications

(13 reference statements)

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“…This supports the statement of Stein Stein, Remillard, and Smith (2007) that "curricula differ in significant ways and differences impact student learning" (p. 360). In fact, earlier studies have argued that mathematics textbooks are major resources for providing learning opportunities to students (Cai et al, 2011;Elliot, 2015;Fan, Zhu, & Miao, 2013;Stein et al, 2007;Tornroos, 2005;Wijaya, van den Heuvel-Panhuizen, & Doorman, 2015). Textbooks decide what, when and how mathematical content is taught, thereby affecting the learning opportunities provided to students (Reys, Reys, & Chavez, 2004;Tonroos, 2005).…”

Section: Discussionmentioning

confidence: 99%

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Cheung

Yang

2018

EURASIA J MATH SCI T

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Assessing elementary students' performance on number sense provides early predictors and support for interventions in teaching and learning number sense before children fall seriously behind in school. There is no study that concerns the differences between Hong Kong and Taiwan students' performance on the number sense threetier test. The purposes of this study were to examine the differences of Hong Kong and Taiwan students' performance on the number sense three-tier test and the possible misconceptions. A total of 125 fifth graders, 942 sixth graders from Hong Kong, and 819 fifth graders from Taiwan participated in this study. Results show that there are significant differences on the performance of first two-tier test and confidence between the fifth graders of HK and Taiwan, sixth graders of HK and fifth graders of Taiwan, respectively. Strong misconceptions and key differences among the HK fifth graders, HK sixth graders, and Taiwan fifth graders were found and discussed.

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Section: Discussionmentioning

confidence: 99%

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Cheung

Yang

2018

EURASIA J MATH SCI T

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“…The HK government encourages alternatives to traditional CHC mathematics teaching (CDCHK, 2001;Cai & Ni, 2011), but there is limited evidence in classrooms of a pedagogical shift from the traditional CHC paradigm to approaches that enhance group work (Fung, 2014;Galton & Pell, 2010). If a pedagogic shift that affects pupils' achievement is detected as a result of an experimental intervention, the study in question must account for teachers' initial level of subject knowledge and pedagogic efficacy (confidence in teaching the topic), as well as how they support group work and pupils' development of communication skills in their classrooms.…”

Section: Research Questionsmentioning

confidence: 99%

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong

Kutnick

Fung

Mok

et al. 2016

Int J of Sci and Math Educ

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The Hong Kong Education Bureau recommends that primary school pupils' mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasiexperimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9-10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.

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“…Many studies have focused on the comparison of mathematics curriculum and mathematics textbooks (Baker, Knipe, Cummings, Blair, & Gamson, 2010;Cai, 2008;Cai & Ni, 2011;Fan, Zhu, & Miao, 2013;Reys, Reys, & Rubenstein, 2010;Schoen, Ziebarth, Hirsch, & BrckaLorenz, 2010;Usiskin & Willmore, 2008;Zhu & Fan, 2006). Baker et al (2010) pointed out that mathematics textbooks can be regarded as the most accountable and important historical proof for the development of mathematics curriculum, research process, and the whole mathematics education history, which can help us realize the changes in a country's mathematics education.…”

Section: Introductionmentioning

confidence: 99%

“…Baker et al (2010) pointed out that mathematics textbooks can be regarded as the most accountable and important historical proof for the development of mathematics curriculum, research process, and the whole mathematics education history, which can help us realize the changes in a country's mathematics education. In addition, much research has shown that mathematics textbooks play a key role in the process of students' learning and teachers' teaching (Cai, 2008;Cai & Ni, 2011;Chavez, 2003;Fan et al, 2013;Gonzales et al, 2004;Reys et al, 2010;Stein, Remillard, & Smith, 2007). The quality of textbooks influences students' learning outcomes and mathematics achievement as well as teachers' teaching efficiency (Floden, 2002;Stein et al, 2007;Törnroos, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…According to the reports of the TIMSS and PISA tests, this kind of discrepancy can influence the performance in mathematics of students from different countries (Author et al, 2010;Fan, 2013;Schmidt, 2004;Zhu & Fan, 2006). Previous studies have pointed out that mathematics textbooks can affect students' opportunity to learn directly; in other words, the quality of textbooks can influence how students learn mathematics (Cai, 2008;Cai & Ni, 2011;Fan, 2013;Gonzales et al, 2004; Organization for Economic Co-operation and Development [OECD], 2013;Schmidt, 2004;Schmidt et al, 2001;Stein et al, 2007;Tarr, Chavez, Reys, & Reys, 2006).…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study of Geometry in Elementary School Mathematics Textbooks from Five Countries

Wang

Yang

2016

EJSTEME

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The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape. The content analysis method was used to collect data, and then chi-square tests and correlation analyses were used to analyze data. The results showed that there were significant differences in representation form, problem type, and question format among these mathematics textbooks from the five countries. Moreover, the strength of the positive relationships between visual form (combined form) and students' performance on TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape decreases as students advance to higher grades, whereas increasing strength of correlations as students get older is found between contextual problems and students' performance on the three large-scale tests.

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Investigating curricular effect on the teaching and learning of mathematics in a cultural context: Theoretical and methodological considerations

Cited by 13 publications

References 13 publications

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong

A Comparative Study of Geometry in Elementary School Mathematics Textbooks from Five Countries

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