NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ803660
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0732-3123
Solution Representations and Pedagogical Representations in Chinese and U.S. Classrooms
Cai, Jinfa; Lester, Frank K., Jr.
Journal of Mathematical Behavior, v24 n3-4 p221-237 2005
This study involved an investigation of the relationship between the kinds of solution representations Chinese and U.S. students use and the sorts of pedagogical representations Chinese and U.S. teachers use during instruction. The findings suggest that the representations teachers use influence the representations their students use and, hence, have an impact upon the students' problem solving. One of the practical implications of the findings is that if students are given the opportunity to construct their own representations of mathematical concepts, rules, and relationships, they also should be encouraged to develop the ability to use symbolic representations, rather than to rely on concrete ones. In addition, the finding that the Chinese teachers in this study overwhelmingly used symbolic representations for the solutions of instructional tasks, whereas the U.S. teachers relied almost exclusively on verbal explanations and pictorial representations, indicates that pedagogical practice is constrained by social and cultural factors. (Contains 3 figures and 7 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States