Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

Cheng, Qiang

doi:10.1007/bf03397038

Cited by 7 publications

(6 citation statements)

References 38 publications

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“…Thus, general patterns that have developed in school teaching of mathematics across a variety of countries that differ geographically and culturally have been studied. Results from a number of these comparative studies in the East-West educational paradigms and arenas (Cheng, 2014;Ezeife, 2014;Moreno-Garcia, 2012;Peng & Song, 2014, amongst others) commonly draw attention to the distinctions between Eastern and Western cultures, namely, the Chinese Confucian Heritage Culture (CHC) tradition and the Greek/Latin/Christian tradition, or geographically, between East Asian countries with Confucian culture and European or Englishspeaking countries of European cultural backgrounds. These results further reveal that mathematics education in Eastern and Western cultures can be characterized by sharp distinctions, such as the focus on the acquisition of basic knowledge in the East as opposed to the emphasis on creativity in the West (Kaiser & Blömeke, 2013).…”

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

Reciprocal learning in mathematics education: An interactive study between two Canadian and Chinese elementary schools

Peng

Ezeife

2018

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In this study, the researchers go beyond the back-and-forth debates on the East-West educational paradigms that often arise from comparative studies, and take a reciprocal learning approach to explore in-depth the commonalities and differences in mathematics education between two Canadian and Chinese elementary schools. Research data were collected through direct and indirect interactions between the pair of research schools, including Skype meetings; formal and informal conversations with teachers and administrators; and the sharing/exchange of documents, texts, teaching materials, and resources. Results show that there is a common emphasis on some thematic issues in the teaching and learning of mathematics including the use of manipulatives, multiple solutions to mathematical problems, and parental involvement, but also some differences between the two schools in teachers’ strategies for teaching problem solving, students’ learning tendencies and schools’ supports for Special Needs students. The researchers conclude that the dichotomies of the East-West educational paradigms need to be further, and more deeply re-examined.

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Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

Reciprocal learning in mathematics education: An interactive study between two Canadian and Chinese elementary schools

Peng

Ezeife

2018

cie-eci

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“…So, although we posited two current views on “clusters of countries,” one view that says that there is some coherence and another view that within East Asia there are many differences, our results are more in line with the latter. To echo previous results by Cheng (2014), one approach cannot be said to be uniformly more predictive of positive outcomes than the other. Our findings contradict suggestions by Leung (2017) that East Asian countries form a cultural cluster.…”

Section: Discussionmentioning

confidence: 91%

“…Such literature again gives the impression that many of the concepts associated with conceptual and procedural knowledge, also are associated with teaching methods. Cheng (2014) explicitly linked teaching practices to "procedural" and "conceptual," positing a priori that teaching quality might be related to certain types of instructional practices. However, using TIMSS 2011 data, no combinations of the components of conceptual and procedural mathematics teaching practices were apparent across five high-performing Asian education systems.…”

Section: Mathematics Education In East and Westmentioning

confidence: 99%

Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data

Bokhove

2022

Asian Journal for Mathematics Education

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After each round of International Large-scale Assessments such as the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), excellent achievements by countries in East Asia are explained in terms of their instructional practices. However, instructional practices are not easily captured in self-reported scales. In addition, speculations on what approaches lead to the highest mathematics achievement are often combined and conflated with discussions on how mathematical content needs to be taught. This article reports on a secondary analysis of TIMSS 2019 Grade 8 data from 46 jurisdictions of teacher-reported answers on instructional practices. Using a data-driven exploratory factor analysis, three instructional scales are compiled and supplemented with variables on barriers to instruction and instructional time. Multilevel models of all countries are created for students and teachers, in which the relationship between these instructional practices and mathematics achievement is explored. Across countries, the results show that the three new scales for instructional practice work in limited and different ways, but that barriers toward instruction, and to a lesser extent, instructional time, predict mathematics achievement. However, there is no consistent pattern of instructional practices across all countries, and also not among East Asian countries.

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“…This goal will be attained if mathematics teaching and classroom learning experiences are selected such that they reflect the contents of the developed curriculum which, in turn, had taken into account, and built its foundation on the life-world culture of ethnic minority and Indigenous learners. Apart from appropriate teaching/learning classroom experiences, there are other tangible factors to consider; such as teacher quality, quality of mathematics instructional practices (Cheng, 2014), and of course, an understanding by the teacher of the learning characteristics of the students being taught (Greenwood, de Leeuw, & Fraser, 2007). The issue of learning characteristics, which subsumes such contiguous concepts or factors as students' attitudes and habits, is an important issue with respect to the education of ethnic minority and Indigenous learners.…”

Section: Traditional Practices Everyday Activities Materials and Pmentioning

confidence: 99%

Mathematics as a Cultural Role Player in School Development: Perspectives from the East and West

Ezeife

2016

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In all societies and civilizations, schools are set up primarily to offer and promote socially valued knowledge, experiences, skills, and attitudes geared toward the sustenance and further enrichment of societal norms and goals. Since schools are charged with this weighty responsibility, harnessed and purposeful school development is essential for the achievement of cherished societal goals. Several intertwining factors such as culture, equity, diversity and multiculturalism, etc., contribute to meaningful school development in every society. In the order of hierarchical importance amongst these factors, culture ranks topmost in the list because it (culture) plays a deep and pervasive role in school learning, and by extension, in societal development and harmony. But what is culture? Hollins (1996, p. 18) succinctly defines culture as “the body of learned beliefs, traditions, and guides for behaviour that are shared among members of any human society”. In the realm of mathematics education, the learner’s culture has been identified as one of the factors that strongly influence and shape learning and performance. In pursuit of one of the set goals (cultural perspectives) of the Mathematics Research Team of the Canada-China Reciprocal Learning Project, this paper delves into the interactions of culture, the environment, and development/implementation of the mathematics curriculum in the East-West learning environments.

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Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

Cited by 7 publications

References 38 publications

Reciprocal learning in mathematics education: An interactive study between two Canadian and Chinese elementary schools

Reciprocal learning in mathematics education: An interactive study between two Canadian and Chinese elementary schools

Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data

Mathematics as a Cultural Role Player in School Development: Perspectives from the East and West

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