By Jinfa Cai
Read Online or Download A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7) PDF
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Extra resources for A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7)
Asian teachers are more likely to question the class as a whole, whereas American teachers are more likely to question individual children. Asian teachers also appear to spend less time asking nonacademic questions and giving directions than American teachers. Students' attitudes. It has been consistently found that students' attitudes toward mathematics are related to their performance (Aiken, 1979; Cao & Cai, 1989; McLeod & Adams, 1989). A variety of students' attitudes have been surveyed and compared in cross-national studies, including attitudes toward school in general and attitudes toward mathematics in particular.
Rotberg (1990) also indicated that in international comparisons each country's sample should represent the entire national distribution of the age group examined. Some studies, however, failed to select representative samples. For example, the international comparisons in the IAEP are "seriously biased because only the most prosperous regions or the most elite schools and students will be sampled in some of the participating countries" (Rotberg, 1990; p. 298). After they carefully reviewed five international achievement surveys of mathematics and science" Medrich and Griffith (1992) concluded that "it is not clear that comparable populations have been tested across participating countries.
Students (228 minutes per week). S. students had more instruction in mathematics in school than the students from Korea (179 minutes per week) and Taiwan (204 minutes per week). Similarly, McKnight et al. S. Similar findings were obtained for population B (12th graders) with respect to the yearly hours of mathematics instruction. In contrast, Garden and Livingstone (1989) reported the official school days per year, periods per day, minutes per period, and proportion of time for mathematics based on the SIMS.
A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7) by Jinfa Cai