Ethnic Differences in Mathematics Teaching Styles: Chinese-American and Caucasian-American Mother-Father-Daughter Triads.

Autor/inn/en	Huntsinger, Carol S.; Jose, Paul E.
Titel	Ethnic Differences in Mathematics Teaching Styles: Chinese-American and Caucasian-American Mother-Father-Daughter Triads.
Quelle	(1993), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese Americans; Correlation; Cultural Differences; Elementary School Students; Ethnomathematics; Females; Grade 5; Grade 6; Intermediate Grades; Interviews; Mathematics Achievement; Mathematics Education; Multivariate Analysis; Parent Child Relationship; Questionnaires; Teaching Styles; Verbal Communication; Whites + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Korrelation; Kultureller Unterschied; Weibliches Geschlecht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Multivariate Analyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fragebogen; Lehrstil; Unterrichtsstil; White; Weißer
Abstract	Chinese-American girls perform as well as Chinese-American boys at higher levels of mathematics. Caucasian-American girls perform significantly less well than Caucasian-American boys. This study, designed to examine factors involved in this differential, contrasts 25 first generation Chinese-American mother-father pairs and 27 Caucasian-American mother-father pairs guiding their fifth- and sixth-grade daughters in solving math-related computer problems. Caucasian-American parents used more verbal mediation, displayed more emotion, relied more on questioning, used more encouraging and discouraging comments, and focused on the computer monitor less than did Chinese-American parents. Daughters' mathematics achievement test scores and mathematics grades were negatively related to mothers' verbal partipation for Chinese-Americans and to fathers' verbal participation for Caucasian-Americans. (Contains 20 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC