ERIC Number: ED248142
Record Type: Non-Journal
Publication Date: 1984-Sep
Reference Count: N/A
A Comparative Study of Mathematics Education between the Province of Taiwan, Republic of China and the United States.
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers; Researchers
Sponsor: Pacific Cultural Foundation (Republic of China).
Authoring Institution: N/A
Identifiers - Location: Taiwan; United States