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

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

• Callingham, Rosemary Faculty of Education, University of Tasmania, Australia

Evaluation & Research in Education, 21(3), 175-187, 2008

Routledge

2008

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較
• A 人的成長與發展
  • AB 認知與語言能力的發展；感知及智力發展

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

• Hong Kong

• 1997.7 onwards

• 小學教育

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 ]

• 英文

期刊論文

• 09500790

• 10.1080/09500790802485211

https://bibliography.lib.eduhk.hk/tc/bibs/2ae24e23

2010-09-27