Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform

Jian Wang, Emily Lin

Research output: Contribution to journalArticle

74 Scopus citations

Abstract

Chinese students often outperform U.S. students on international tests in mathematics. Chinese students’ mathematics performances are assumed to be related directly to their teachers’ deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics curriculum and policies. The authors examine this theoretical assumption through a systematic review of relevant literature and attempt to identify the relationship between Chinese students’ mathematics performance and the factors that contribute to their achievement. On the basis of their review, the authors raise questions about the assumption and propose research that can lead to a better understanding of the relationship between the quality of students’ mathematics learning and the contexts in which their learning occurs.

Original languageEnglish
Pages (from-to)3-13
Number of pages11
JournalEducational Researcher
Volume34
Issue number5
DOIs
StatePublished - Jun 2005

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