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Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics
Correa, Christopher A.1; Perry, Michelle2; Sims, Linda M.2; Miller, Kevin F.1; Fang, Ge3; C. A. Correa
2008
Source PublicationTEACHING AND TEACHER EDUCATION
ISSN0742-051X
SubtypeArticle
Volume24Issue:1Pages:140-153
AbstractThis study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students' interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed.; This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students' interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed. (C) 2006 Elsevier Ltd. All rights reserved.
Keywordteacher beliefs mathematics education China United States cross-cultural culture
Subject Area教育心理学
Indexed BySSCI
Language英语
WOS IDWOS:000253169800012
Citation statistics
Cited Times:52[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/5267
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorC. A. Correa
Affiliation1.Univ Michigan, Ann Arbor, MI 48105 USA
2.Univ Illinois, Urbana, IL 61801 USA
3.Chinese Acad Sci, Inst Psychol, Beijing 100864, Peoples R China
Recommended Citation
GB/T 7714
Correa, Christopher A.,Perry, Michelle,Sims, Linda M.,et al. Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics[J]. TEACHING AND TEACHER EDUCATION,2008,24(1):140-153.
APA Correa, Christopher A.,Perry, Michelle,Sims, Linda M.,Miller, Kevin F.,Fang, Ge,&C. A. Correa.(2008).Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics.TEACHING AND TEACHER EDUCATION,24(1),140-153.
MLA Correa, Christopher A.,et al."Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics".TEACHING AND TEACHER EDUCATION 24.1(2008):140-153.
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