The Resource Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
- Language
- eng
- Extent
- 1 online resource (310 pages)
- Contents
-
- Preface -- Contents -- List of Figures -- List of Tables -- 1 Introduction: Chinese Students Outperform in Mathematics -- Abstract -- 1.1 Background to the Study -- 1.2 Statement of the Research Problem -- 1.3 The Purpose of the Study -- 1.4 Definitions: Key Terms of the Study -- 1.5 Research Questions and Structure of the Book -- References -- 2 Review of the Literature: Factors Contributing to Achievement GAP -- Abstract -- 2.1 A Rationale for Comparative Education -- 2.1.1 The Nature of Comparative Education -- 2.1.2 The Importance of Comparative Studies -- 2.1.3 The Purpose of Comparative Education -- 2.2 Comparative Studies on Mathematics Achievement -- 2.2.1 IEA Studies on Mathematics Achievement -- 2.2.2 Other Comparatives Studies on Mathematics Achievement -- 2.2.3 Key Findings of Comparative Studies -- 2.3 Factors Contributing to the 'Achievement Gap' -- 2.3.1 Cultural Context -- 2.3.2 Teachers' Mathematics Knowledge -- 2.3.3 Classroom Teaching -- 2.3.4 Out-of-School Curricula -- 2.3.5 Standards and Content of Curriculum -- 2.3.6 Form and Content of Assessment -- 2.4 Strengths and Limitations of Current Comparative Studies -- 2.4.1 Research Frameworks -- 2.4.2 Limitations in Methods -- 2.5 The Relationship Between Teaching, Learning, and Assessment -- 2.6 A Tentative Model for the Study -- References -- 3 Research Methodology: Exploring Research Questions -- Abstract -- 3.1 Research Approach -- 3.1.1 Document Analyses -- 3.1.2 Case Studies -- 3.1.3 Case Selection -- 3.2 Instruments for Data Collection -- 3.2.1 Classroom Observation -- 3.2.2 Semi-structured Interviews -- 3.2.3 Analyses of Student Work Samples or Examination Papers -- 3.3 The Pilot Study -- 3.3.1 A Pilot Study in Sydney -- 3.3.2 A Pilot Study in Guangzhou -- 3.4 Data Analysis and Reporting -- 3.4.1 Analysis and Reporting of Data from Documents
- 3.4.2 Analysis and Reporting of Data from the Case Studies -- 3.5 The Validity, Reliability, and Ethics of the Study -- 3.5.1 Validity and Reliability -- 3.5.2 Ethics -- References -- 4 Document Analysis of Australian Mathematics Curricula and Assessment -- Abstract -- 4.1 Documents at National Level -- 4.1.1 A National Statement on Mathematics for Australian Schools -- 4.1.2 Mathematics: A Curriculum Profile for Australian Schools -- 4.1.3 National Numeracy Policy and Benchmarks -- 4.2 NSW Mathematics Curriculum Documents -- 4.2.1 Mathematics K-6 -- 4.2.2 The Statewide Testing Programs -- 4.2.3 Mathematics K-6: Outcomes and Indicators -- 4.2.4 Principles and Strategies for Assessment in NSW Primary Schools -- 4.2.5 Assessment in K-6 Mathematics Support Document -- 4.2.6 Documents and Programs Related to State Numeracy Policies -- 4.3 Summary -- References -- 5 Document Analysis of Chinese Mathematics Curricula and Assessment -- Abstract -- 5.1 The Curriculum Scheme for Nine-Year Compulsory Education -- 5.1.1 Aims of Education in China -- 5.1.2 Key Learning Areas and Time Allocation -- 5.1.3 Key Content Areas Within Mathematics -- 5.1.4 The Principles Underpinning Chinese Mathematics Curriculum -- 5.1.5 Important Factors Influencing Mathematics Curriculum -- 5.1.6 Assessment and Evaluation -- 5.2 National Mathematics Curriculum Standards for Compulsory Education -- 5.2.1 Mathematics Curriculum Objectives -- 5.2.2 The Structure and Content of Mathematical Knowledge and Skills -- 5.2.3 Standards Related to Content and Stage -- 5.2.4 Assessment Requirements -- 5.2.5 Key Principles Underlying the Standards -- 5.3 The Mathematics Syllabus for Primary Schools -- 5.3.1 The Objectives of Mathematics Teaching -- 5.3.2 Guidelines for Assessment -- 5.3.3 The Content Scope and Sequence -- 5.3.4 The Revision of the Syllabus
- 5.4 Chinese Mathematics Textbooks for Primary Schools -- 5.4.1 Some Features of Chinese Mathematics Textbooks -- 5.4.2 The Content of Chinese Mathematics Textbooks -- 5.4.3 The Structure of Textbooks -- 5.4.4 The Organization of Content -- 5.4.5 Teaching and Learning Units -- 5.5 Summary -- References -- 6 A Comparison of Australian and Chinese Mathematics Curricula and Assessment -- Abstract -- 6.1 Common Trends in Reform in Mathematics Curricula -- 6.2 A Rationale for Mathematics Curricula -- 6.2.1 The Nature and Role of Mathematics -- 6.2.2 Key Principles of Teaching and Learning -- 6.2.3 Common Features -- 6.3 Objectives of Mathematics Curricula -- 6.4 Key Content of Mathematics Curricula -- 6.4.1 Number -- 6.4.2 Measurement -- 6.4.3 Space and Geometry -- 6.4.4 Other Content -- 6.5 Intended Assessment -- 6.5.1 Principles of Assessment -- 6.5.2 The Nature and Purpose of Assessment -- 6.5.3 Suggested Strategies for Assessment -- 6.5.4 Other Assessment Issues -- References -- 7 Case Study of Sydney Primary School A1, Australia -- Abstract -- 7.1 Background Information on School A1 -- 7.1.1 Rationale: School A1 -- 7.1.2 Key Policies of the School -- 7.1.3 The School Curriculum -- 7.1.4 Outcomes-Based Approach to Teaching and Learning -- 7.2 Mathematics Teaching and Assessment Practices -- 7.2.1 General Description of Mathematics Teaching and Assessment -- 7.2.2 An Exemplary Mathematics Lesson: Year 6 -- 7.3 Students' Mathematics Work Samples -- 7.3.1 Work Samples Related to Number -- 7.3.2 Work Samples Related to Measurement -- 7.3.3 Work Samples Related to Space -- 7.4 Teachers' Views of Mathematics Teaching and Assessment -- 7.4.1 The Interviewees -- 7.4.2 Interviewees' Beliefs About Mathematics Assessment -- 7.4.3 The Content of Assessment -- 7.4.4 Methods of Assessment -- 7.4.5 The Frequency of Assessment
- 7.4.6 Recording and Reporting of Assessment -- 7.4.7 Reliability and Validity -- 7.4.8 Factors Influencing Assessment Practice -- 7.5 Parents' Views on Mathematics Learning and Assessment -- 7.5.1 Interviewees' Backgrounds -- 7.5.2 Parents' Attitudes Toward Academic Achievement -- 7.5.3 Parents' Views on Students' After-School Learning -- 7.5.4 Parents' Perspectives on Mathematics Teaching and Assessment -- 7.6 Summary -- Reference -- 8 Case Study of Sydney Primary School A2, Australia -- Abstract -- 8.1 Background Information on School A2 -- 8.1.1 Rationale: School A2 -- 8.1.2 Key Policies of the School -- 8.1.3 The School Curriculum -- 8.1.4 School Policies Related to Mathematics Assessment and Reporting -- 8.2 Classroom Observations -- 8.2.1 General Impressions of the Mathematics Classrooms -- 8.2.2 Count Me in Too Classroom Practices -- 8.3 Analyses of Assessment Using the SENA -- 8.4 Teachers' Views of Mathematics Teaching and Assessment -- 8.4.1 The Interviewees -- 8.4.2 Interviewees' Beliefs About Mathematics Assessment -- 8.4.3 The Content of Teaching and Assessment -- 8.4.4 Methods of Mathematics Assessment -- 8.4.5 The Frequency of Assessment -- 8.4.6 Recording and Reporting of Assessment -- 8.4.7 Reliability and Validity -- 8.4.8 Factors Influencing Assessment Practices -- 8.5 Parents' Views of Mathematics Learning and Assessment -- 8.5.1 Interviewees' Background -- 8.5.2 Parents' Attitudes Toward Academic Achievement -- 8.5.3 Parents' Views on Students' After-School Learning -- 8.5.4 Parents' Perspectives on Mathematics Assessment -- 8.6 Summary -- References -- 9 A Case Study of a Guangzhou Primary School, China -- Abstract -- 9.1 Background Information on School C -- 9.1.1 Rationale: School C -- 9.1.2 Key Policies of the School -- 9.1.3 The School Curriculum -- 9.1.4 Strategies for Education Reform -- 9.2 Classroom Observations
- 9.2.1 General Features of the Mathematics Classroom -- 9.2.2 An Exemplary Mathematics Lesson: Year 5 -- 9.3 Analyzing Samples of Examination Papers -- 9.4 Teachers' Views of Mathematics Assessment -- 9.4.1 The Interviewees -- 9.4.2 Interviewees' Beliefs About Assessment Practices -- 9.4.3 The Content of Assessment -- 9.4.4 Methods of Assessment -- 9.4.5 The Frequency of Assessment -- 9.4.6 Recording and Reporting Assessment -- 9.4.7 Reliability and Validity of Assessment -- 9.4.8 Factors Influencing Assessment Practice and Reform -- 9.5 Parents' Views of Mathematics Assessment -- 9.5.1 Interviewees' Backgrounds -- 9.5.2 Parents' Attitudes Toward Academic Achievement -- 9.5.3 Parents' Views on Students' School Lives -- 9.5.4 Parents' Understanding of Students' Mathematics Learning -- 9.5.5 Parents' Views on Students' After-School Learning -- 9.5.6 Parents' Perspectives on Mathematics Assessment and Reporting -- 9.6 Summary -- Reference -- 10 Conclusions and Implications: Improve Students' Achievement in Mathematics -- Abstract -- 10.1 Main Findings of the Study -- 10.1.1 Findings from Document Analyses -- 10.1.2 Findings from Case Studies -- 10.2 Discussion of the Mathematics Achievement G̀ap' -- 10.2.1 Cultural Factors -- 10.2.2 Implemented Assessment -- 10.2.3 Standards and Content of Curriculum -- 10.2.4 Teachers' Mathematics Knowledge -- 10.2.5 Classroom Teaching -- 10.2.6 Out-of-School Curricula -- 10.3 Limitations of the Study -- 10.4 Implications of the Study -- 10.4.1 Implications for Future Research -- 10.4.2 Implications for Mathematics Assessment and Teaching -- 10.4.3 Implications for Professional Development of Teachers -- 10.4.4 Implications for Curriculum and Assessment Policy-Makers -- 10.5 Conclusions: Factors Contributing to Students' Achievement in Mathematics -- References
- Appendix A: Information and Consent Letter for Principals
- Isbn
- 9789811002854
- Label
- Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
- Title
- Chinese Students' Higher Achievement in Mathematics
- Title remainder
- Comparison of Mathematics Education of Australian and Chinese Primary Schools
- Language
- eng
- Cataloging source
- MiAaPQ
- Literary form
- non fiction
- Nature of contents
- dictionaries
- Series statement
- Mathematics Education - an Asian Perspective Ser
- Label
- Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
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- http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4420246
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- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Preface -- Contents -- List of Figures -- List of Tables -- 1 Introduction: Chinese Students Outperform in Mathematics -- Abstract -- 1.1 Background to the Study -- 1.2 Statement of the Research Problem -- 1.3 The Purpose of the Study -- 1.4 Definitions: Key Terms of the Study -- 1.5 Research Questions and Structure of the Book -- References -- 2 Review of the Literature: Factors Contributing to Achievement GAP -- Abstract -- 2.1 A Rationale for Comparative Education -- 2.1.1 The Nature of Comparative Education -- 2.1.2 The Importance of Comparative Studies -- 2.1.3 The Purpose of Comparative Education -- 2.2 Comparative Studies on Mathematics Achievement -- 2.2.1 IEA Studies on Mathematics Achievement -- 2.2.2 Other Comparatives Studies on Mathematics Achievement -- 2.2.3 Key Findings of Comparative Studies -- 2.3 Factors Contributing to the 'Achievement Gap' -- 2.3.1 Cultural Context -- 2.3.2 Teachers' Mathematics Knowledge -- 2.3.3 Classroom Teaching -- 2.3.4 Out-of-School Curricula -- 2.3.5 Standards and Content of Curriculum -- 2.3.6 Form and Content of Assessment -- 2.4 Strengths and Limitations of Current Comparative Studies -- 2.4.1 Research Frameworks -- 2.4.2 Limitations in Methods -- 2.5 The Relationship Between Teaching, Learning, and Assessment -- 2.6 A Tentative Model for the Study -- References -- 3 Research Methodology: Exploring Research Questions -- Abstract -- 3.1 Research Approach -- 3.1.1 Document Analyses -- 3.1.2 Case Studies -- 3.1.3 Case Selection -- 3.2 Instruments for Data Collection -- 3.2.1 Classroom Observation -- 3.2.2 Semi-structured Interviews -- 3.2.3 Analyses of Student Work Samples or Examination Papers -- 3.3 The Pilot Study -- 3.3.1 A Pilot Study in Sydney -- 3.3.2 A Pilot Study in Guangzhou -- 3.4 Data Analysis and Reporting -- 3.4.1 Analysis and Reporting of Data from Documents
- 3.4.2 Analysis and Reporting of Data from the Case Studies -- 3.5 The Validity, Reliability, and Ethics of the Study -- 3.5.1 Validity and Reliability -- 3.5.2 Ethics -- References -- 4 Document Analysis of Australian Mathematics Curricula and Assessment -- Abstract -- 4.1 Documents at National Level -- 4.1.1 A National Statement on Mathematics for Australian Schools -- 4.1.2 Mathematics: A Curriculum Profile for Australian Schools -- 4.1.3 National Numeracy Policy and Benchmarks -- 4.2 NSW Mathematics Curriculum Documents -- 4.2.1 Mathematics K-6 -- 4.2.2 The Statewide Testing Programs -- 4.2.3 Mathematics K-6: Outcomes and Indicators -- 4.2.4 Principles and Strategies for Assessment in NSW Primary Schools -- 4.2.5 Assessment in K-6 Mathematics Support Document -- 4.2.6 Documents and Programs Related to State Numeracy Policies -- 4.3 Summary -- References -- 5 Document Analysis of Chinese Mathematics Curricula and Assessment -- Abstract -- 5.1 The Curriculum Scheme for Nine-Year Compulsory Education -- 5.1.1 Aims of Education in China -- 5.1.2 Key Learning Areas and Time Allocation -- 5.1.3 Key Content Areas Within Mathematics -- 5.1.4 The Principles Underpinning Chinese Mathematics Curriculum -- 5.1.5 Important Factors Influencing Mathematics Curriculum -- 5.1.6 Assessment and Evaluation -- 5.2 National Mathematics Curriculum Standards for Compulsory Education -- 5.2.1 Mathematics Curriculum Objectives -- 5.2.2 The Structure and Content of Mathematical Knowledge and Skills -- 5.2.3 Standards Related to Content and Stage -- 5.2.4 Assessment Requirements -- 5.2.5 Key Principles Underlying the Standards -- 5.3 The Mathematics Syllabus for Primary Schools -- 5.3.1 The Objectives of Mathematics Teaching -- 5.3.2 Guidelines for Assessment -- 5.3.3 The Content Scope and Sequence -- 5.3.4 The Revision of the Syllabus
- 5.4 Chinese Mathematics Textbooks for Primary Schools -- 5.4.1 Some Features of Chinese Mathematics Textbooks -- 5.4.2 The Content of Chinese Mathematics Textbooks -- 5.4.3 The Structure of Textbooks -- 5.4.4 The Organization of Content -- 5.4.5 Teaching and Learning Units -- 5.5 Summary -- References -- 6 A Comparison of Australian and Chinese Mathematics Curricula and Assessment -- Abstract -- 6.1 Common Trends in Reform in Mathematics Curricula -- 6.2 A Rationale for Mathematics Curricula -- 6.2.1 The Nature and Role of Mathematics -- 6.2.2 Key Principles of Teaching and Learning -- 6.2.3 Common Features -- 6.3 Objectives of Mathematics Curricula -- 6.4 Key Content of Mathematics Curricula -- 6.4.1 Number -- 6.4.2 Measurement -- 6.4.3 Space and Geometry -- 6.4.4 Other Content -- 6.5 Intended Assessment -- 6.5.1 Principles of Assessment -- 6.5.2 The Nature and Purpose of Assessment -- 6.5.3 Suggested Strategies for Assessment -- 6.5.4 Other Assessment Issues -- References -- 7 Case Study of Sydney Primary School A1, Australia -- Abstract -- 7.1 Background Information on School A1 -- 7.1.1 Rationale: School A1 -- 7.1.2 Key Policies of the School -- 7.1.3 The School Curriculum -- 7.1.4 Outcomes-Based Approach to Teaching and Learning -- 7.2 Mathematics Teaching and Assessment Practices -- 7.2.1 General Description of Mathematics Teaching and Assessment -- 7.2.2 An Exemplary Mathematics Lesson: Year 6 -- 7.3 Students' Mathematics Work Samples -- 7.3.1 Work Samples Related to Number -- 7.3.2 Work Samples Related to Measurement -- 7.3.3 Work Samples Related to Space -- 7.4 Teachers' Views of Mathematics Teaching and Assessment -- 7.4.1 The Interviewees -- 7.4.2 Interviewees' Beliefs About Mathematics Assessment -- 7.4.3 The Content of Assessment -- 7.4.4 Methods of Assessment -- 7.4.5 The Frequency of Assessment
- 7.4.6 Recording and Reporting of Assessment -- 7.4.7 Reliability and Validity -- 7.4.8 Factors Influencing Assessment Practice -- 7.5 Parents' Views on Mathematics Learning and Assessment -- 7.5.1 Interviewees' Backgrounds -- 7.5.2 Parents' Attitudes Toward Academic Achievement -- 7.5.3 Parents' Views on Students' After-School Learning -- 7.5.4 Parents' Perspectives on Mathematics Teaching and Assessment -- 7.6 Summary -- Reference -- 8 Case Study of Sydney Primary School A2, Australia -- Abstract -- 8.1 Background Information on School A2 -- 8.1.1 Rationale: School A2 -- 8.1.2 Key Policies of the School -- 8.1.3 The School Curriculum -- 8.1.4 School Policies Related to Mathematics Assessment and Reporting -- 8.2 Classroom Observations -- 8.2.1 General Impressions of the Mathematics Classrooms -- 8.2.2 Count Me in Too Classroom Practices -- 8.3 Analyses of Assessment Using the SENA -- 8.4 Teachers' Views of Mathematics Teaching and Assessment -- 8.4.1 The Interviewees -- 8.4.2 Interviewees' Beliefs About Mathematics Assessment -- 8.4.3 The Content of Teaching and Assessment -- 8.4.4 Methods of Mathematics Assessment -- 8.4.5 The Frequency of Assessment -- 8.4.6 Recording and Reporting of Assessment -- 8.4.7 Reliability and Validity -- 8.4.8 Factors Influencing Assessment Practices -- 8.5 Parents' Views of Mathematics Learning and Assessment -- 8.5.1 Interviewees' Background -- 8.5.2 Parents' Attitudes Toward Academic Achievement -- 8.5.3 Parents' Views on Students' After-School Learning -- 8.5.4 Parents' Perspectives on Mathematics Assessment -- 8.6 Summary -- References -- 9 A Case Study of a Guangzhou Primary School, China -- Abstract -- 9.1 Background Information on School C -- 9.1.1 Rationale: School C -- 9.1.2 Key Policies of the School -- 9.1.3 The School Curriculum -- 9.1.4 Strategies for Education Reform -- 9.2 Classroom Observations
- 9.2.1 General Features of the Mathematics Classroom -- 9.2.2 An Exemplary Mathematics Lesson: Year 5 -- 9.3 Analyzing Samples of Examination Papers -- 9.4 Teachers' Views of Mathematics Assessment -- 9.4.1 The Interviewees -- 9.4.2 Interviewees' Beliefs About Assessment Practices -- 9.4.3 The Content of Assessment -- 9.4.4 Methods of Assessment -- 9.4.5 The Frequency of Assessment -- 9.4.6 Recording and Reporting Assessment -- 9.4.7 Reliability and Validity of Assessment -- 9.4.8 Factors Influencing Assessment Practice and Reform -- 9.5 Parents' Views of Mathematics Assessment -- 9.5.1 Interviewees' Backgrounds -- 9.5.2 Parents' Attitudes Toward Academic Achievement -- 9.5.3 Parents' Views on Students' School Lives -- 9.5.4 Parents' Understanding of Students' Mathematics Learning -- 9.5.5 Parents' Views on Students' After-School Learning -- 9.5.6 Parents' Perspectives on Mathematics Assessment and Reporting -- 9.6 Summary -- Reference -- 10 Conclusions and Implications: Improve Students' Achievement in Mathematics -- Abstract -- 10.1 Main Findings of the Study -- 10.1.1 Findings from Document Analyses -- 10.1.2 Findings from Case Studies -- 10.2 Discussion of the Mathematics Achievement G̀ap' -- 10.2.1 Cultural Factors -- 10.2.2 Implemented Assessment -- 10.2.3 Standards and Content of Curriculum -- 10.2.4 Teachers' Mathematics Knowledge -- 10.2.5 Classroom Teaching -- 10.2.6 Out-of-School Curricula -- 10.3 Limitations of the Study -- 10.4 Implications of the Study -- 10.4.1 Implications for Future Research -- 10.4.2 Implications for Mathematics Assessment and Teaching -- 10.4.3 Implications for Professional Development of Teachers -- 10.4.4 Implications for Curriculum and Assessment Policy-Makers -- 10.5 Conclusions: Factors Contributing to Students' Achievement in Mathematics -- References
- Appendix A: Information and Consent Letter for Principals
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