A Comparative Study of Mathematics Education between the Province of Taiwan, Republic of China and the United States.

Autor/in	Chang, Ping-Tung
Titel	A Comparative Study of Mathematics Education between the Province of Taiwan, Republic of China and the United States.
Quelle	(1984), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Education; Educational Research; International Education; International Studies; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Middle Schools; Secondary Education; Secondary School Mathematics; Surveys; Teacher Education; Teaching Methods; Taiwan; United States + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Internationale Erziehung; Internationaler Studiengang; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Sekundarbereich; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	This comparative study was designed to provide information on some facets of mathematics education programs in Taiwan and the United States. The mathematics curriculum in middle and secondary schools was investigated and compared in order to encourage discussion and possible refinement. A long-range goal for mathematics education, especially for computer-based learning, is presented. Literature on international comparisons was first reviewed. Then a questionnaire was constructed in English, validated, and revised; it was next translated into Chinese and validated. In 1982-83, it was sent to 250 schools in the United States and to 250 in-service mathematics teachers in Taiwan. A response rate of 68 percent was achieved in the United States, and 95 percent in Taiwan. Results focus on comparisons regarding curricula, graduation requirements, learning centers, computer centers, instructional methods, teaching load, classroom management, teaching aids evaluation and achievement, faculty evaluation, remediation, teacher training, in-service training, and the future of the teaching profession. The discussion compares school systems in the two countries, curricula, teaching methods, and teacher training. Conclusions and recommendations are then given. Appendices contain recommendations from two professional associations, guidelines for teacher preparation, and the survey instrument. (MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC