Mathematics learning in Chinese contexts

Ding, Meixia; Wu, Yingkang; Liu, Qimeng; Cai, Jinfa

doi:10.1007/s11858-022-01385-z

Cited by 8 publications

(13 citation statements)

References 84 publications

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“…Lastly, the two different factors from teacher and student data, that is, cognitive activation and classroom discourse, that were found to be significant in predicting student mathematics learning outcome is interesting since both factors point to the active learning category, suggesting that teaching practices that orient towards fostering higher order critical thinking skills to activate profound cognitive process and encouraging meaningful, relevant classroom discussions in mathematics classrooms are important in helping students achieve better learning results. These valuable quality instructional practices are endorsed by the researchers and policy makers in both the East Asian and US contexts (Cai & Ding, 2017;Carpenter et al, 1996;Ding et al, 2022;Fennema et al, 1996;Leung, 2001;Leung & Li, 2010), and should be promoted in all mathematics classrooms. 7 Limitations, implications, and future directions Before discussing the implications of the results, we would like to note two limitations of this study.…”

Section: Discussionmentioning

confidence: 99%

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

Cheng,

Shen,

Zhang

2023

Asian Journal for Mathematics Education

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This study examined the alignment and predictive power of instructional practices as reported by teachers, students, and external raters by using the Shanghai data that included 85 teachers and 2,613 students who participated in the Global Teaching Insights study. Results from exploratory and confirmatory factor analysis along with ordinary least square regression indicate that the same four conceptual components including classroom discourse (e.g., allowing students to explain their ideas and engage in peer discussions), meaning-making (e.g., explaining why a mathematical procedure works), cognitive activation (e.g., encouraging students’ critical thinking in solving complex tasks), and clarity instruction (e.g., teachers’ giving clear explanation of subject matter) were identified in the instructional practices reported by teachers and their students. The cognitive activation factor in the data reported by teachers emerged as the most significant predictor of students’ post-test scores, whereas the classroom discourse factor in the data reported by students accounted for the largest portion of variance in students’ post-test scores. Furthermore, our analysis revealed that the alignment between ratings reported by students and external raters was the highest, and student ratings of their mathematics teachers’ instructional practices demonstrated the highest predictive power for students’ post-test scores. Results of this study provide important empirical evidence for the merit of cognitive activation and classroom discourse in mathematics teaching and inspire researchers, practitioners, and policy-makers to pay careful attention to student-reported instructional practices that can serve as a better source of data in measuring mathematics teaching quality.

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Section: Discussionmentioning

confidence: 99%

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

Cheng,

Shen,

Zhang

2023

Asian Journal for Mathematics Education

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“…Mathematics teaching and learning in China and the US Cultural differences in mathematics teaching and learning between China and the US are well-documented (An et al, 2004;Cai and Wang, 2010). Research revealed distinct features in Chinese mathematics instruction, such as developing mathematical reasoning and conceptual understanding through variation problem-solving (Ding et al, 2022;. US mathematics instruction exhibited alternative approaches that typically emphasized procedural and low complexity problems while focusing on student understanding with concrete examples (Jacobs et al, 2006;Cai and Wang, 2010).…”

Section: Cross-cultural Lesson Study and Teacher Learningmentioning

confidence: 99%

Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States

Huang,

Weaver,

Matney

et al. 2023

IJLLS

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PurposeThis study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.Design/methodology/approachThis cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.FindingsThe results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.Research limitations/implicationsThis study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.Originality/valueThis study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

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“…Some students seem to study hard, but their grades fall short of expectations. In China, good grades are important for students to gain recognition from adults and to keep good relationships with their parents (Ding et al, 2022;Pan & Zaff, 2017). The examination-oriented education may depress students' intrinsic learning motivation, which also seems to answer the question of why Chinese students have proficient numeracy skills but not lead in solving open-ended complex problems (H. Cai et al, 2017;J.…”

Section: Conclusion and Research Implicationsmentioning

confidence: 99%

“…Wang & Lin, 2005), despite improvement in recent years (J. Cai et al, 2020;Ding et al, 2022). According to a survey conducted by H. Cai et al (2017), Shanghai students' problem-solving and critical thinking skills are weak.…”

Section: Introductionmentioning

confidence: 99%

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Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

Xia

Yin

et al. 2022

SAGE Open

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Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.

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Mathematics learning in Chinese contexts

Cited by 8 publications

References 84 publications

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States

Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

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