What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A Comparative Analysis

What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A Comparative Analysis

• Zhang, Qiaoping The Chinese University of Hong Kong
• Barkatsas, Tasos RMIT University
• Law, Huk Yuen The Chinese University of Hong Kong
• Leu, Yuh Chyn Naional Taipei University of Education
• Seah, Wee Tiong The University of Melbourne
• Wong, Ngai Ying The Chinese University of Hong Kong

International Journal of Science and Mathematics Education, 14(5), 907-924, 2016

Springer Netherlands

2016

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCA 教學目標、課程及評鑑
• 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

Cross-cultural Comparison Effective Teaching Factor Structure Mathematics Learning The Chinese Learner Values

• Hong Kong
• China
• Taiwan

• 1997.7 onwards

• 小學教育

It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found. Copyright © 2015 Springer Science + Business Media B.V.

• 英文

期刊論文

• 15710068

• 10.1007/s10763-014-9615-0

https://bibliography.lib.eduhk.hk/tc/bibs/ac2edb15

2019-02-12