Journal Articles

Perspectives gained from different assessment tasks on Chinese and Australian school students learning mathematics

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Title:
Perspectives gained from different assessment tasks on Chinese and Australian school students learning mathematics
Authors:
- Callingham, Rosemary Faculty of Education, University of Tasmania, Australia
Source:
Evaluation & Research in Education, 21(3), 175-187, 2008
Publisher:
Routledge
Year Published:
2008
Education Categories:
Keywords:
Metacognition Mental Computation Foreign Countries Mathematics Instruction Mathematics Tests Classroom Research Problem Solving Elementary School Students Comparative Analysis Memorization Performance Based Assessment Hong Kong Australia
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Primary Education
Abstract:
Recent international studies have highlighted the success of students from Hong Kong in mathematics and problem-solving, and have begun to suggest some of the factors associated with this success. Other studies have suggested that Hong Kong students are averse to risk-taking, favouring memorisation and imitation in their solution strategies. Year 5 students in Hong Kong and Australia were given mathematics assessments of different types: orally presented mental computation problems, and a performance task that was undertaken in normal classroom conditions. Observations of the students' approaches to these tasks in the classroom and analyses of their responses revealed similarities and differences between the two countries. The implications of these findings are discussed in light of the curriculum diversity and differences in metacognitive skills.
[Copyright of Evaluation & Research in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500790802485211 ]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 09500790
DOI:
- 10.1080/09500790802485211
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/2ae24e23
Entry Date:
2010-09-27