Institutional Repository, Institute of Psychology, Chinese Academy of Sciences
| 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 | |
| 摘要 | 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.; 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. |
| 关键词 | teacher beliefs mathematics education China United States cross-cultural culture |
| 学科领域 | 教育心理学 |
| 2008 | |
| 语种 | 英语 |
| 发表期刊 | TEACHING AND TEACHER EDUCATION
 |
| ISSN | 0742-051X |
| 卷号 | 24期号:1页码:140-153 |
| 期刊论文类型 | Article |
| 收录类别 | SSCI |
| WOS记录号 | WOS:000253169800012 |
| 引用统计 | |
| 文献类型 | 期刊论文 |
| 条目标识符 | http://ir.psych.ac.cn/handle/311026/5267 |
| 专题 | 中国科学院心理研究所回溯数据库(1956-2010) |
| 通讯作者 | C. A. Correa |
| 作者单位 | 1.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 |
| 推荐引用方式 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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