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ERIC Number: EJ958346
Record Type: Journal
Publication Date: 2011-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0036-6803
A Cross-Cultural Lesson Comparison on Teaching the Connection between Multiplication and Division
Xin, Yan Ping; Liu, Jia; Zheng, Xiaoning
School Science and Mathematics, v111 n7 p354-367 Nov 2011
This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of the lesson across three dimensions (i.e., problem schemata, response requirement, and algebra readiness). In particular, the Chinese lesson's penetrating analysis or explanation of the topic is reflected in its deliberately constructed examples and wide range of problems (pertaining to problem types and difficulty levels) present in the teaching and practice sections of the lesson. None of analyzed U.S. lessons are comparable with the Chinese lesson with respect to the breadth and depth in teaching the topic. A deliberate emphasis, both arithmetically and algebraically, on problem schema acquisition as found in the Chinese lesson represents a promotion of symbolic or higher order of conceptual understanding. The findings are discussed within the context of teaching big ideas through problem schemata acquisition and the importance of symbolic level of conceptual understanding. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States