Asking questions in first-grade mathematics classes: Potential influences on mathematical thought.

Abstract

This study investigated the types of questions that are asked in lst-grade addition and subtraction lessons in Japan, Taiwan, and the United States. Some researchers have argued that knowledge is, in part, constructed through questions and that these may be used differently in U.S. than in Asian classrooms. Thus, each question about addition or subtraction in 311 observed lessons was coded as 1 of 6 types of questions. Analyses revealed that the Asian teachers asked significantly more questions about conceptual knowledge and about problem-solving strategies than did U.S. teachers. In addition, Chinese teachers asked significantly more questions that were embedded in a concrete context than did U.S. teachers. These findings allow speculation that the kinds of questions typically asked in Japanese and Chinese classrooms may contribute to the construction of more sophisticated mathematical knowledge for the children in those classrooms.

What is effective mathematics teaching? A study of teachers from Australia, Mainland China, Hong Kong SAR, and the United States

“…Therefore, researchers have long tried to understand the nature of classroom instruction to maximize the learning opportunities of students. Because classroom instruction is a complex enterprise (Leinhardt, 1993), researchers have attempted to identify the important features of classroom instruction to investigate the kinds of classroom instruction that are effective in fostering learning in students (Brophy & Good, 1986;Carpenter et al, 1998;Good, Grouws,& Ebmeier, 1983;Hiebert & Wearne, 1993;Perry, VanderStoep, & Yu, 1993). The beliefs of the teachers make up one of the important constructs in research on the teaching and learning of mathematics.…”

Numeracy of Young Children in Singapore, Beijing & Helsinki

“…Such studies between Asian (e.g., China, Japan, and Taiwan) and Western (e.g., United States) children have focussed on those over 6 years old (Crystal & Stevenson 1991;Miura, Okamoto, Vlahovic-Stetic, Kim & Han, 1999;Perry, VanderStoep & Yu, 1993). These studies show that, in general, Asian children outperform their non-Asian peers in mathematical tasks.…”

Putting counting to work: preschoolers’ understanding of cardinal extension

“…The ability to remember the sequence of numerals up to 10, and then through the teens to 20 and beyond, is a landmark in young children's mathematical development. However, additional components of this development are reasoning and understanding, but these are left out of traditional, rote-based, 'transmission' styles of numeracy teaching that produce relatively low levels of attainment (Askew, Brown, Rhodes, William, & Johnson, 1997;Perry, Vander, Stoep, & Yu, 1993). International studies of teaching effectiveness agree that higher attainment is associated with setting children tasks that require thought rather than practice, and which emphasise the connections between different mathematical ideas (Brown, Askew, Baker, Denvir, & Millett, 1998).…”