The "Two Basics": Mathematics Teaching and Learning in Mainland China

Zhang, Dianzhou; Li, Shiqi; Tang, Ruifen

doi:10.1142/9789812562241_0007

Cited by 51 publications

(44 citation statements)

References 2 publications

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“…A possible explanation for this finding may be that teachers who teach in very populated classes are unavailable (Blatchford, Bassett, & Brown, 2008) for their MTS and therefore feel less competent to cope with such students. Zhang, Li, and Tang (2004), while describing the Chinese educational system, suggest that "Since the class size can reach to as many as 40-50 students, it is impossible for teachers to practice individualized teaching. Therefore individualized teaching is not a primary goal" (p. 194).…”

Section: Discussionmentioning

confidence: 99%

Teaching mathematically talented students: a cross-cultural study about their teachers’ views

et al. 2014

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The instruction of mathematically talented students (MTS) in heterogeneous classes is an issue of debate. Questions of equity, differential instruction, teacher awareness of their talented students' needs, and their willingness and competence to face the challenges of nurturing these students are all raised within this context. Our international study compared South Korean, American, and Israeli teachers of mathematics perspectives concerning their (a) perceived competence to teach MTS (b) perceived competence in addressing MTS' needs through differential instruction, (c) support for separation of MTS into special math classes, and (d) equity views concerning MTS' needs. Data was collected by means of a questionnaire presented to 80 South Korean, 145 Israeli, and 58 American teachers of mathematics. Findings suggested that most teachers in these countries perceived themselves as competent to teach MTS, while very few of the participants supported the separation of MTS into special classes. South Korean teachers perceived themselves to be less competent in teaching MTS as well as in applying differential instruction and agreed more than their foreign counterparts that the fostering of mathematically weak students is more important than the fostering of MTS. Teachers who had some mathematical background appeared to perceive themselves as more competent to teach MTS than teachers who had no mathematical background. Teachers who predominantly taught large classes felt less competent to teach MTS than teachers who predominantly taught medium-sized classes. Findings were partially interpreted within the perspective of cultural differences. Recommendations for teachers' professional development are drawn.

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Section: Discussionmentioning

confidence: 99%

Teaching mathematically talented students: a cross-cultural study about their teachers’ views

et al. 2014

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“…Zhang and Dai (2004) observed that the learning and teaching of mathematics in China emphasize memorization. "Pupils must memorize and recite the 9×9 multiplication table when they are 8-9 years old" (Zhang and Dai 2004;p. 125).…”

Section: Memorization and Rote Learningmentioning

confidence: 99%

Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences

et al. 2010

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Much research has been conducted to document and sometimes to provide proximate explanations (e.g., Confucianism vs. Western philosophy) for East-West cultural differences. The ultimate evolutionary mechanisms underlying these cross-cultural differences have not been addressed. We propose in this review that East-West cultural differences (e.g., independent versus interdependent self construal; autonomy versus harmony in values; hierarchical versus egalitarian relationships) result from social learning and individual learning as primary means to adapt to the local environment. Historical and contemporary evidence from multiple sources is reviewed that indicates smaller extents of environmental variability in East Asia including China than in Europe and North America, favoring social learning in the East and individual learning in the West. Corresponding to these different adaptive strategies, East-West differences stem from learning styles that differ between copying and rote memorization, on the one hand, and critical thinking and innovative problem solving, on the other hand. These primary cultural differences are correlated with such personality attributes as conformity, compliance, and independence that serve to facilitate social or individual learning. This and other cross-cultural and educational psychological research is reviewed as evidence to support our evolutionary explanation of why Eastern and Western cultures differ in the ways in which they do.Cross-cultural research in the past 50 years has mainly focused on comparisons between Eastern and Western cultures, yielding a myriad of observations and findings of East-West differences. In educational psychology, these findings are relevant to issues ranging from achievement motivation (e.g., Hess et al. 1987), academic performance (e.g., Stevenson et al. 1985), and Educ Psychol Rev (2011) 23:99-129

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“…For example, Zhang et al (2004) stated that the most coherent and visible principle for mathematics instruction in China is emphasizing the importance of foundations, and the principle of "basic knowledge and basic skills" was explicitly put forward for the teaching of mathematics. Gu et al (2004) claimed that teaching with variation is a Chinese way of promoting effective mathematics learning.…”

Section: Classroom Teaching In Regular Schoolsmentioning

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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The "Two Basics": Mathematics Teaching and Learning in Mainland China

Cited by 51 publications

References 2 publications

Teaching mathematically talented students: a cross-cultural study about their teachers’ views

Teaching mathematically talented students: a cross-cultural study about their teachers’ views

Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences

Mathematics Education in East Asia

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