Differences between Flemish and Chinese Primary Students' Mastery of Basic Arithmetic Operations

Autor/inn/en	Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Burny, Elise; Imbo, Ineke
Titel	Differences between Flemish and Chinese Primary Students' Mastery of Basic Arithmetic Operations
Quelle	In: Educational Psychology, 34 (2014) 7, S.818-837 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.832150
Schlagwörter	Foreign Countries; Comparative Education; Elementary School Mathematics; Arithmetic; Basic Skills; Instructional Program Divisions; Numeracy; Mastery Learning; Mathematics Tests; Standardized Tests; Mathematics Achievement; Difficulty Level; Multivariate Analysis; Belgium; China + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Basic skill; Grundfertigkeit; Rechenkompetenz; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schwierigkeitsgrad; Multivariate Analyse; Belgien
Abstract	The present paper investigates differences in the process of mastering the four basic arithmetic operations (addition, subtraction, multiplication and division) between Flemish and Chinese children from Grade 3 till Grade 6 (i.e. from 8 to 11 years old). The results showed, firstly, that Chinese students outperformed Flemish students in each grade but that difference in addition, subtraction and division skills between the groups decreased as grade increased. Secondly, the levels of mastery of the four skills varied between Chinese and Flemish students. Multiplication was relatively easier for Chinese students than for their Flemish peers as compared to the other skills (that is, the gap was larger). Third, low achievers experienced comparable learning difficulties in both countries, and higher achievers demonstrated their greater ability early on. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10