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Different Paths in Mathematics in the United

Different Paths in Mathematics in the United. and Similar Problems Education Reform. States and China. Abstract.

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Different Paths in Mathematics in the United

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  1. Different Paths in Mathematics inthe United

  2. and Similar Problems Education Reform States and China

  3. Abstract This study combines a series of studies involving challenges that both China and the U.S. face in mathematics education reform. The findings from these studies indicate that both the teacher and the textbook play important roles in effective teaching. Results indicate that there are significant gaps in teachers’ pedagogical content knowledge and mathematics textbooks in these two countries. The study suggests that professional development programs need to be established to enable teachers to understand the content and pedagogical knowledge as well as how to use textbooks appropriately.

  4. Introduction • Both China and the U.S. face common problems in mathematics education. • Both countries have been involved in mathematics reform during the past two decades.

  5. Timeline Page 1

  6. Timeline Page 2

  7. Common Problems • How to improve teachers’ knowledge and use of the standards • How to improve pedagogical content knowledge and use of standards-based textbooks

  8. Textbook Comparison Study “Math in My World” (McGraw-Hill, 1999) “Math” (PRC, 1995) • Mathematics Content • China: definitions are conceptual, symbolic, and mathematically oriented • U.S.: definitions, activities, and concrete examples are real-life oriented • Source: Sun, Y. (2001). Research and Comparison of Math Curriculum between China and USA. Masters thesis, Institute for Education Research, Beijing Normal University, China.

  9. Textbook Comparison (Cont.) • Content Organization • China: concentrate on the logic and consistency of the subject of mathematics • U.S.: emphasize the implication and meaning in real-life situations • Mathematics Representation • China: symbolic representation, math reasoning • U.S.: graphic, table representation

  10. Comparison of Math Content in 5th Grade Textbooks 60% Math in My World (U.S.) Math (China) 50% 40% 30% 20% 10% Equation & Function Number Probability & Statistics Geometry

  11. Fraction Multiplication/division of integer with fraction 100% Simple equation Geometry Factor and multiplication 80% Perimeter, area and volume Fractional addition/ subtraction Data, statistics and table Fraction 40% Multiplication of integer/decimal Decimal multiplication and division Fractional division/subtraction Complicated operation Ratio, percent and probability 60% Statistics Measurement Measurement 20% Division of integer/ decimal (1-digit-divisor) Cube Addition/Subtraction of integer/decimal Area of polygon Division of integer/ decimal (2-digit-divisor) Math in My World U.S. Math China Integer and decimal Math Topic Coverage in U.S. and China Textbooks

  12. Pedagogical Content Knowledge Study • Comparing U.S. and China middle school teachers’ knowledge and beliefs about teaching mathematics • Surveys, observations, and interviews of teachers in Texas, Beijing, and Nanjing

  13. Building on Students’ Math Ideas • Source: An, S., Kulm, G., & Wu, Z. (In press). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education.

  14. Addressing Students’ Misconceptions • Source: An, S., Kulm, G., & Wu, Z. (In press). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education.

  15. Engaging Students in Math Learning • Source: An, S., Kulm, G., & Wu, Z. (In press). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education.

  16. Promoting and Supporting Students’ Thinking about Mathematics • Source: An, S., Kulm, G., & Wu, Z. (In press). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education.

  17. Conclusion • The textbooks are similar in major topics covered, but the U.S. attempts to teach a greater number of specific topics. • Mathematics teachers’ pedagogical content knowledge is stronger in China. • Professional development programs are needed to provide teachers with important knowledge and skills.

  18. Authors’ Contact Information Ye Sun (yesun100@tamu.edu) Xiaobao Li (ramble007@tamu.edu) Zhonghe Wu (johnwu@tamu.edu) Zhixia You (zhixiayou@tamu.edu) Gerald Kulm (gkulm@coe.tamu.edu) Department of Teaching, Learning and Culture Texas A&M University

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