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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

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
Creator
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Mathematics Education - an Asian Perspective Ser
Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
Label
Chinese Students' Higher Achievement in Mathematics : Comparison of Mathematics Education of Australian and Chinese Primary Schools
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4420246
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Copyright
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Carrier category
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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1 online resource (310 pages)
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9789811002854
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computer
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rdamedia
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