Chinese Students' Higher Achievement in Mathematics: by Dacheng Zhao

By Dacheng Zhao

This publication stocks insights into the success hole in arithmetic among East Asian and Western international locations, and the how you can increase scholars’ arithmetic achievements. specially, it highlights the significance to combine case reports with large-scale overseas comparative reviews normally, and comparative experiences of arithmetic schooling particularly. This booklet is a must-read for arithmetic lecturers, arithmetic educators, academic researchers, schooling directors, curriculum builders, evaluate designers, and scholar lecturers who're attracted to arithmetic schooling and the way to enhance scholars’ arithmetic achievements.

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Extra resources for Chinese Students' Higher Achievement in Mathematics: Comparison of Mathematics Education of Australian and Chinese Primary Schools

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The key findings of current comparative studies of mathematics achievement are highlighted in Sect. 3. 1 IEA Studies on Mathematics Achievement The International Association for the Evaluation of Educational Achievement (IEA), established in 1959 is a cooperative network of research centers that conduct international comparative studies on schools and aid the research community in developing international tests and statistical analyses (Genova 2015; Husen 1967a). Today, membership of the IEA consists of institutions from more than fifty countries with the common goal of investigating the potential influence of alternative curricula, teaching strategies, and administration strategies on student achievement (Hayes 1991).

Leung (2001) explains that there are distinctive features about mathematics education in East Asia, and that those features are expressions of distinctive underlying cultural values. These features and values of East Asian mathematics education, which may be contrasted with those of the West, are described as six dichotomies (Leung 2001): • Product (content) versus process In East Asia, mathematics is viewed as a body of knowledge dealing with mathematics principles and relationships of numbers and geometry.

3 Factors Contributing to the ‘Achievement Gap’ According to Graf and Leung (2000), comparative studies such as SIMS and TIMSS produced survey data indicating that there may be some system-based reasons for differences in achievement between East Asian countries (such as 28 2 Review of the Literature: Factors Contributing to Achievement GAP China, Japan, Korea, and Singapore) and Western countries (such as North America, Europe, and Australia). To explain the ‘achievement gap,’ researchers have described various factors that contribute toward it.

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