Chinese Number Words, Culture, and Mathematics Learning

Autor/inn/en	Ng, Sharon Sui Ngan; Rao, Nirmala
Titel	Chinese Number Words, Culture, and Mathematics Learning
Quelle	In: Review of Educational Research, 80 (2010) 2, S.180-206 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654310364764
Schlagwörter	Foreign Countries; Mathematics Achievement; Mathematics Instruction; Number Concepts; Chinese; English; Language Role; Vocabulary; Cultural Influences; Comparative Education; Asians; Indo European Languages; Linguistic Theory; Sociolinguistics + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; China; Chinesen; English language; Englisch; Wortschatz; Cultural influence; Kultureinfluss; Vergleichende Erziehungswissenschaft; Asian; Asiat; Asiatin; Asiaten; Asiate; Indoeuropäisch; Linguistische Theorie; Soziolinguistik
Abstract	This review evaluates the role of language--specifically, the Chinese-based system of number words and the simplicity of Chinese mathematical terms--in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. Relevant research is critically reviewed focusing on linguistic and cultural influences. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies; and (c) yields emerging evidence from neuroscience that highlights interrelationships among language, cultural beliefs, and mathematics learning. Although it is not possible to disentangle the influences of linguistic, cultural, and contextual factors on mathematics performance, language is still seen as contributing to early cross-national differences in mathematics attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10