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Mathematics education in the United ...

Hu, Fangduo.

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Mathematics education in the United States and China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics education in the United States and China./
Author:	Hu, Fangduo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2868.
Contained By:	Dissertation Abstracts International54-08A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9402303

Mathematics education in the United States and China.
Hu, Fangduo.

Mathematics education in the United States and China. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 264 p.

Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2868.

Thesis (Ph.D.)--Utah State University, 1993.

This study described mathematics education in the U.S. and China from three aspects: (a) mathematics textbooks (grades 1-12); (b) mathematics homework; and (c) time spent on mathematics instruction. Mathematics textbooks for grades 1-8 from U.S. Scott-Foresman and China were analyzed according to the grade level, and the textbooks for grades 9-12 from U.S. Harcourt Brace Jovanovich and China were analyzed according to the content. For grades 1-6, Scott-Foresman's texts included about the same number of topics as Chinese texts and the content in the two curricula looks similar. For grades 7-8, Chinese texts included more topics than Scott-Foresman's texts. For grades 9-12, HBJ texts included more topics than Chinese texts. In addition, this study found that differences existed in the time spent on mathematics homework in the U.S. and China. Also, this study found that Chinese students received more instructional time on mathematics than American students.Subjects--Topical Terms:

684418
Curriculum development.

Mathematics education in the United States and China.
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245 1 0 $a Mathematics education in the United States and China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2868.
500 $a Major Professor: Michael Heikkinen.
502 $a Thesis (Ph.D.)--Utah State University, 1993.
520 $a This study described mathematics education in the U.S. and China from three aspects: (a) mathematics textbooks (grades 1-12); (b) mathematics homework; and (c) time spent on mathematics instruction. Mathematics textbooks for grades 1-8 from U.S. Scott-Foresman and China were analyzed according to the grade level, and the textbooks for grades 9-12 from U.S. Harcourt Brace Jovanovich and China were analyzed according to the content. For grades 1-6, Scott-Foresman's texts included about the same number of topics as Chinese texts and the content in the two curricula looks similar. For grades 7-8, Chinese texts included more topics than Scott-Foresman's texts. For grades 9-12, HBJ texts included more topics than Chinese texts. In addition, this study found that differences existed in the time spent on mathematics homework in the U.S. and China. Also, this study found that Chinese students received more instructional time on mathematics than American students.
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650 4 $a Curriculum development. $3 684418
650 4 $a Mathematics education. $3 641129
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