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ERIC Number: ED433233
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 65
Abstractor: N/A
Reference Count: N/A
The Differences of Mathematics Achievement between American Children and Chinese Children.
Gu, Wenyuan
This study compared intact beginning fifth grade classes in one of the districts in Shanghai, People's Republic of China to American Norms on the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics (KeyMath-R) and the Wide Range Achievement Test (WRAT-3). The review of literature contrasted the two cultures with regard to students, teachers, schools, parents, families, and esteem for mathematics, revealing that American students did not study as hard as Chinese students, American teachers and schools did not show as much responsibility for students as their Chinese counterparts, and American parents did not spend as much time on their children as Chinese parents. American arithmetic norms on the two mathematics measures were used to examine the differences in mathematics calculation performance between samples of the two cultures. Statistically significant differences between the groups were found on both the KeyMath-R (p.001) and the WRAT-3 (p.01). Chinese students scored markedly higher in mathematics calculation skills. Comparison of Chinese children's scores revealed achievement on the KeyMath-R at the 93rd U.S. percentile compared to the U.S. 50th percentile, more than one standard deviation higher than American students. In the WRAT, Chinese standard scores were advanced by 1-2 grades and by 1-2 years of age equivalence. No differences were shown between Chinese boys and girls in the tests. (Author/CCM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States