Article

Chinese children learning mathematics: from home to school

Yu-Jing Ni, Ming Ming Chiu and Zi-Juan Cheng

in Oxford Handbook of Chinese Psychology

Published in print February 2010 | ISBN: 9780199541850
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780199541850.013.0011

Series: Oxford Library of Psychology

 Chinese children learning mathematics: from home to school

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Chinese students have excelled in many international assessments of mathematics achievement (e.g. Programme for International Student Assessment [PISA] and the Third International Mathematics and Science Study [TIMSS]), thereby drawing great interest from researchers, educators, and policy makers inside and outside the Chinese community. This article draws upon three strands of research (developmental, instructional, and social-psychological) cutting across three different levels (societal/cultural [macro, nation], institutional [meso/micro, family, classroom], and individual [nano]) to examine the ingredients that have shaped the mathematics achievements of Chinese students. This article traces the early numerical development of Chinese children before considering learning and instruction in Chinese mathematics classrooms. Apart from exploring the broader sociocultural contexts in which the Chinese way of learning and teaching mathematics is rooted and supported, it also depicts a profile of Chinese students' achievements in mathematics against these backgrounds. Broadly, this article helps to understand Chinese students' mathematics achievement and its contexts.

Keywords: Chinese students; mathematics achievement; Chinese preschoolers; Programme for International Student Assessment [PISA]; numerical development

Article.  8314 words. 

Subjects: Psychology ; Social Psychology ; Educational Psychology

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