NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ782405
Record Type: Journal
Publication Date: 2008-Jan
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Connected and Culturally Embedded Beliefs: Chinese and US Teachers Talk about How Their Students Best Learn Mathematics
Correa, Christopher A.; Perry, Michelle; Sims, Linda M.; Miller, Kevin F.; Fang, Ge
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n1 p140-153 Jan 2008
This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students' interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States