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Leung, Frederick K. S.

doi:10.1023/a:1017936429620

Cited by 279 publications

(62 citation statements)

References 13 publications

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“…There has been increasing attention given to the study of mathematics classrooms in East Asian countries, ever since East Asian students outperformed their Western counterparts in international comparative studies in mathematics achievement (Leung, 2001;Park & Leung, 2006). The attention then turned to East Asian classroom instruction to investigate whether their instructional practices might have contributed to the students' academic success.…”

Section: Studies Of East Asian Classroomsmentioning

confidence: 99%

“…The attention then turned to East Asian classroom instruction to investigate whether their instructional practices might have contributed to the students' academic success. However, prior studies of East Asian classrooms had noted that, as a general norm, practices found in East Asian mathematics classrooms were content-oriented and examination-driven, involving very traditional and old fashioned teaching, teacher-centred instruction, minimal student involvement, learning by rote or passive learning, and employing procedural teaching strategies (Biggs, 1994;Leung, 1995Leung, , 2001Leung, , 2005Leung, , 2006Leung, , 2008aLeung, , 2008bLim, 2007;Park & Leung, 2006;Zhang, Wong, & Leung, 1998).…”

Section: Studies Of East Asian Classroomsmentioning

confidence: 99%

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Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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A teachers' practice cannot be characterised by a single lesson, hence comparison is best made with lesson sequences that better sample the diversity of a teacher's practice. In this study, we video recorded lesson sequences in four Year 8 mathematics classrooms, as well as interviewed each of the four teachers in Brunei Darussalam. Because of our methodology and based on the findings from the richness in the data that was collected, there were some features in the video and interview data that emerged. One of the features is the significant short utterances made by the students as well as their respective teachers, and the extent of the teachers' own and their students' questioning behaviours in the lessons as perceived by the teachers themselves during the video-stimulated recall interviews. In the four Brunei classrooms that we studied, most of the lessons were so rushed, the teachers did most of the talking and when teachers and students do interact, it almost always involved faster-paced exchanges between them. Thus, restricting students to single words ("yes" or "no") or short choral responses. Overall, the findings appear to indicate that short utterances implied that there were less (or even no) opportunities for fuller student participation in classroom discussions.

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Section: Studies Of East Asian Classroomsmentioning

confidence: 99%

Section: Studies Of East Asian Classroomsmentioning

confidence: 99%

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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“…Thus, studies have tended towards subject-matter identities such as that of a mathematics teacher, but also towards multiple identities bound to diverse teacher roles and the multiple communities they participate in. Studies have also pointed to the fact that the nature of teacher identity may be different in different countries (Leung 2001;Lutovac and Kaasila 2014). Most studies in one way or another demonstrate the interaction between teacher identities and teachers' practices, making it apparent that changing one will affect the other.…”

Section: Teacher Identitymentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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“…In an attempt to search for an East Asian identify in mathematics education, Leung (2001) characterized the salient features of classroom teaching in East Asia and those in the West. He presented six dichotomies of teaching and learning: product (content) versus process; rote learning versus meaningful learning; studying hard versus pleasurable learning; extrinsic versus intrinsic motivation; whole class teaching versus individualized learning; and competence of teachers: subject matter versus pedagogy.…”

Section: Classroom Teaching In Regular Schoolsmentioning

confidence: 99%

“…In East Asia, respecting teachers and attaching importance to education are an unchanging theme and a traditional virtue (Wang 2012). Teachers play the role of a guide, and instruction is teacher dominated and student involvement is minimal (Leung 2001). On the other hand teachers try to understand their students' learning and want their students to be happy in the future, which means that they need to work hard in school (Ferreras et al 2010).…”

Section: Teacher Education and Developmentmentioning

confidence: 99%

Mathematics Education in East Asia

Leung

Park

Shimizu

et al. 2015

The Proceedings of the 12th International Congress on Mathematical Education

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Students in East Asia have been performing extremely well in international studies of mathematics achievements such as TIMSS and PISA. On the other hand, education practices in East Asian countries look different from Western practices, and some practices look very backward and contradictory to what are considered as good practices. Given these intriguing phenomena, this plenary panel aims to discuss different aspects of mathematics education in these East Asian countries, and illustrate its salient features with examples. These aspects include classroom teaching in regular schools and tutorial schools, and pre-service and in-service teacher education and development. The reasons behind the distinctive features of mathematics education in East Asia are then explored, and it is argued that the common Confucian Heritage Culture (CHC) that these countries share best explain these features. This panel presentation is not meant to promote the superior student achievement or good educational practices in East Asia. Rather, it highlights the cultural differences between CHC and Western cultures, rather than the superiority of one over the other. A cultural explanation also means that simple transplant of educational policies and practices from one culture to another will not work. The panel points to the important role culture plays in accounting for educational practices and student achievement.

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Untitled

Cited by 279 publications

References 13 publications

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Mathematics Education in East Asia

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