Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics

Christopher A. Correa, Michelle Perry, Linda M. Sims, Kevin F. Miller, Ge Fang

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)140-153
Number of pages14
JournalTeaching and Teacher Education
Volume24
Issue number1
DOIs
StatePublished - Jan 2008

Keywords

  • China
  • Cross-cultural
  • Culture
  • Mathematics education
  • Teacher beliefs
  • United States

ASJC Scopus subject areas

  • Education

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