Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and Their Teachers in Taiwan and Mainland China

Autor/inn/en	Hsieh, Feng-Jui; Wang, Ting-Ying; Chen, Qian
Titel	Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and Their Teachers in Taiwan and Mainland China
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Teachers; High School Students; Student Attitudes; Teacher Attitudes; Foreign Countries; Cultural Influences; Asian Culture; Academic Achievement; Problem Solving; Teaching Methods; Western Civilization; Teacher Effectiveness; Comparative Education; Performance Based Assessment; Teacher Behavior; Taiwan; China + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrerverhalten; Ausland; Cultural influence; Kultureinfluss; Schulleistung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Vergleichende Erziehungswissenschaft; Leistungsermittlung; Teacher behaviour
Abstract	This study determined perspectives of students and their teachers regarding ideal mathematics teaching using questionnaires. The sample included 2437 Taiwanese and 1141 Chinese senior high school students and their mathematics teachers. Exploratory, confirmatory, and multigroup confirmatory factor analysis were conducted to determine the factors contributing to ideal teaching behaviors. Thirteen factors in six dimensions were identified. Five involved the influence of Western culture and were endorsed (e.g., "concrete and life-related" in "representation"); five are inherent in traditional Chinese culture and were endorsed (e.g., "detailed illustration" in "teaching method"); and three are inherent in Chinese culture but were less endorsed because of Western influences (e.g., "speedy challenge" in "problem-solving"). Few intracultural differences regarding students' and teachers' endorsements were discovered. However, students' higher endorsement of "formal and symbolic representation" and "performance demand in assessment" than their teachers' reflected their desire for high academic achievement, which is deeply rooted in Chinese culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01