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A cross-national comparison of fourt...

Sanders, Barbara Jean.

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A cross-national comparison of fourth-grade mathematics instruction in the United States and China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A cross-national comparison of fourth-grade mathematics instruction in the United States and China./
Author:	Sanders, Barbara Jean.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1057.
Contained By:	Dissertation Abstracts International60-04A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9925705
ISBN:	9780599253469

A cross-national comparison of fourth-grade mathematics instruction in the United States and China.
Sanders, Barbara Jean.

A cross-national comparison of fourth-grade mathematics instruction in the United States and China. - 146 p.

Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1057.

Thesis (Ed.D.)--Washington State University, 1998.

The background preparatory experiences, personal efficacy, and perceptions of influence on student learning of 79 fourth-grade teachers in China and 29 teachers in the United States was compared through a survey administered to teachers in Beijing, China and Spokane, Washington. Additionally, classroom observations and teacher interviews provided data on five U.S. teachers' use of questioning, responses to student's errors, and format of instruction. These data were compared with prior studies of the instructional strategies of mathematics teachers in China and other Asian countries.

ISBN: 9780599253469Subjects--Topical Terms:

641129
Mathematics education.

A cross-national comparison of fourth-grade mathematics instruction in the United States and China.
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020 $a 9780599253469
035 $a (MiAaPQ)AAI9925705
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100 1 $a Sanders, Barbara Jean. $3 3182092
245 1 2 $a A cross-national comparison of fourth-grade mathematics instruction in the United States and China.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1057.
500 $a Chair: Forrest W. Parkay.
502 $a Thesis (Ed.D.)--Washington State University, 1998.
520 $a The background preparatory experiences, personal efficacy, and perceptions of influence on student learning of 79 fourth-grade teachers in China and 29 teachers in the United States was compared through a survey administered to teachers in Beijing, China and Spokane, Washington. Additionally, classroom observations and teacher interviews provided data on five U.S. teachers' use of questioning, responses to student's errors, and format of instruction. These data were compared with prior studies of the instructional strategies of mathematics teachers in China and other Asian countries.
520 $a The analysis of preparatory experiences revealed that U.S. teachers have more post-secondary training. A comparison of Chinese and U.S. teachers' self-perceptions of countries competence in mathematics instruction indicated that teachers from both count believe that student success is strongly related to teacher competence. Compared to other teachers in their school, U.S. teachers rated their competence in mathematics instruction greater than Chinese teachers (p < .01), while Chinese teachers reported that their effort in mathematics instruction had a greater effect on student success in mathematics (p < .01). Chinese teachers believed their hard work had a positive effect on students' learning and resultant success in mathematics, and that a lack of hard work on their part had a detrimental effect on student learning. While U.S. teachers also reported a positive relationship between the teacher's hard work and students' achievement, the relationship was less strong.
520 $a U.S. teachers desired more collaboration with peers and increased planning and preparation time for mathematics lessons. U.S. teachers were more willing than Chinese teachers to try new instructional methods (p < .01), with Chinese teachers preferring more familiar methods (p < .01). Observed U.S. teachers' instructional methods were similar to reported Asian lesson format, with U.S. teachers asking more higher-level questions to the whole class, and encouraging students to self correct errors by rethinking their responses.
520 $a This study provides a foundation for further cross-national comparisons between China and U.S. mathematics instruction. An increasingly global society demands continued study of, and communication about, instructional methods that increase student understanding and achievement in mathematics.
590 $a School code: 0251.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0524
710 2 $a Washington State University. $3 678588
773 0 $t Dissertation Abstracts International $g 60-04A.
790 $a 0251
791 $a Ed.D.
792 $a 1998
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9925705