A Meta-Analysis of Comparative Studies on Chinese and US Students' Mathematics Performance: Implications for Mathematics Education Reform and Research

Autor/inn/en	Wang, Jian; Lin, Emily
Titel	A Meta-Analysis of Comparative Studies on Chinese and US Students' Mathematics Performance: Implications for Mathematics Education Reform and Research
Quelle	In: Educational Research Review, 4 (2009) 3, S.177-195 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2009.06.003
Schlagwörter	Foreign Countries; Comparative Analysis; Mathematics Instruction; Meta Analysis; Cross Cultural Studies; Teaching Methods; Problem Solving; Knowledge Base for Teaching; Pedagogical Content Knowledge; Cultural Differences; Mathematics Skills; Mathematics Achievement; China; United States + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Meta-analysis; Metaanalyse; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Kultureller Unterschied; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; USA
Abstract	US and China are reforming mathematics teaching by shifting from students' attainment of facts and procedures toward development of competencies in reasoning, communication, connections, and problem solving, and application of these in real life contexts. Differences in students' overall performance, curricula, and teachers' knowledge and instruction between US and Eastern Asian countries are often used to support US reform with two obvious limitations. First, their performance has not been delineated into specific areas which raise questions about whether overall higher Asian mathematics performance over US is also evident in the specific US reform competencies. Second, Asians are often used as an indiscriminate group with inattention to different schooling and non-schooling factors between countries that might contribute differently to performances. This meta-analysis examines US and Chinese student mathematics performance studies and identifies the strengths and weaknesses in overall and specific competencies. It raises questions about theoretical assumptions, discusses limitations of research designs, and proposes research that may lead to a critical understanding of the quality of mathematics learning. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10