Comparing Performance: A Cross-National Investigation into the Teaching of Mathematics in Primary Classrooms in England and China

Autor/inn/en	Miao, Zhenzhen; Reynolds, David; Harris, Alma; Jones, Michelle
Titel	Comparing Performance: A Cross-National Investigation into the Teaching of Mathematics in Primary Classrooms in England and China
Quelle	In: Asia Pacific Journal of Education, 35 (2015) 3, S.392-403 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2015.1056593
Schlagwörter	Foreign Countries; Investigations; Mathematics Instruction; Elementary School Mathematics; Instructional Effectiveness; Teacher Behavior; Academic Achievement; Comparative Analysis; Comparative Education; Mathematics Achievement; Teacher Effectiveness; Correlation; Interviews; Questionnaires; Mathematics Tests; Focus Groups; Teacher Attitudes; Student Attitudes; Elementary School Students; Elementary School Teachers; Mixed Methods Research; Observation; Likert Scales; China; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Untersuchung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Schulleistung; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Korrelation; Interviewing; Interviewtechnik; Fragebogen; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Likert-Skala
Abstract	This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9-10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01