ERIC Number: ED396958
Record Type: RIE
Publication Date: 1995
Reference Count: 0
Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex Problem Solving.
Journal for Research in Mathematics Education, Monograph Number 7
This document is 7th in the Journal for Research in Mathematics Education monograph series. The mathematical performance of (n=250) U.S. 6th-grade students from both private and public schools and (n=425) Chinese 6th-graders from both key and common schools was examined on multiple-choice tasks assessing computation and simple problem solving, and on open-ended tasks assessing complex problem solving. Chinese students performed significantly better than U.S. students on both computation and simple problem solving. These results were about the same for the two samples on complex problem solving. Moreover, when subsets of U.S. and Chinese students were matched on their computational performance, the U.S. students scored significantly higher than comparable Chinese students on the measures of both simple and complex problem solving. The results of this study suggest not only the complexity of examining mathematical performance differences, but also the inadequacy of using a limited range of tasks to measure mathematical performance in cross-national studies. (Author/MKR)
Descriptors: Elementary Education, Elementary School Students, Foreign Countries, Grade 6, Intermediate Grades, International Studies, Mathematics Achievement, Multiple Choice Tests, Problem Solving
National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091-1593.
Publication Type: Collected Works - Serials; Books; Reports - Research
Education Level: N/A
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.
Identifiers: China; Chinese People; Open Ended Questions; United States
Note: "The JRME monograph series is published as a supplement to the journal".