Chinese children learning mathematics: From home to school

Yujing NI, Ming Ming CHIU, Zijuan CHENG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Chinese students have excelled in many international assessments of mathematics achievement (e.g. Programme for International Student Assessment [PISA] and the Third International Mathematics and Science Study [TIMSS]), thereby drawing great interest from researchers, educators, and policy makers inside and outside the Chinese community. This article draws upon three strands of research (developmental, instructional, and socialpsychological) cutting across three different levels (societal/cultural [macro, nation], institutional [meso/micro, family, classroom], and individual [nano]) to examine the ingredients that have shaped the mathematics achievements of Chinese students. This article traces the early numerical development of Chinese children before considering learning and instruction in Chinese mathematics classrooms. Apart from exploring the broader sociocultural contexts in which the Chinese way of learning and teaching mathematics is rooted and supported, it also depicts a profile of Chinese students' achievements in mathematics against these backgrounds. Broadly, this article helps to understand Chinese students' mathematics achievement and its contexts. Copyright © 2010 Oxford University Press. All rights reserved.
Original languageEnglish
Title of host publicationOxford handbook of Chinese psychology
EditorsMichael Harris BOND
Place of PublicationOxford
PublisherOxford University Press
Pages143-154
ISBN (Print)9780191743542, 9780199541850, 019954185X
DOIs
Publication statusPublished - 2010

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mathematics
school
learning
student
mathematics studies
PISA study
classroom
science studies
educator
instruction
Teaching
community

Citation

Ni, Y.-J., Chiu, M. M., & Cheng, Z. J. (2010). Chinese children learning mathematics: From home to school. In M. H. Bond (Ed.), Oxford handbook of Chinese psychology (pp. 143-154). Oxford: Oxford University Press

Keywords

  • Chinese students
  • Mathematics achievement
  • Chinese preschoolers
  • Programme for International Student Assessment (PISA)
  • Numerical development