What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis

Autor/inn/en	Zhang, Qiaoping; Barkatsas, Tasos; Law, Huk-Yuen; Leu, Yuh-Chyn; Seah, Wee Tiong; Wong, Ngai-Ying
Titel	What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 5, S.907-924 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9615-0
Schlagwörter	Mathematics Instruction; Value Judgment; Elementary School Students; Student Attitudes; Elementary School Mathematics; Foreign Countries; Cultural Differences; Questionnaires; Mathematics Achievement; Relevance (Education); Teaching Methods; Communication Strategies; Educational Technology; Feedback (Response); Statistical Significance; China; Hong Kong; Taiwan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Werturteil; Schülerverhalten; Elementare Mathematik; Schulmathematik; Ausland; Kultureller Unterschied; Fragebogen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstrategie; Unterrichtsmedien; Hongkong
Abstract	It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students' values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students' value structure, namely "achievement," "relevance," "practice," "communication," "information and communications technology" as well as "feedback." However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01