A Cross-National Study of Calculus

Autor/inn/en	Chai, Jun; Friedler, Louis M.; Wolff, Edward F.; Li, Jun; Rhea, Karen
Titel	A Cross-National Study of Calculus
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 4, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.990531
Schlagwörter	Calculus; Cross Cultural Studies; Pretests Posttests; Mathematics Instruction; Foreign Countries; Scores; Mathematics Achievement; Achievement Gap; Achievement Gains; Mathematical Concepts; State Universities; College Students; Secondary Education; Course Descriptions; Economics Education; Prior Learning; Asians; North Americans; China; Michigan + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Cultural comparison; Kulturvergleich; Mathematics lessons; Mathematikunterricht; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Staatliche Universität; Collegestudent; Sekundarbereich; Kursstrukturplan; Wirtschaftskunde; Vorkenntnisse; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	The results from a cross-national study comparing calculus performance of students at East China Normal University (ECNU) in Shanghai and students at the University of Michigan before and after their first university calculus course are presented. Overall, ECNU significantly outperformed Michigan on both the pre- and post-tests, but the Michigan students showed a larger gain and normalized gain, and hence narrowed the gap. ECNU's superior performance was especially striking on the subset of problems requiring only a pre-calculus background. On those, Michigan's post-test scores were below ECNU's pre-test scores and, indeed, ECNU's higher performance on both the overall pre-test and overall post-test is attributable to its success on these problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01