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Perceptions of mathematics curricula and teaching in China
Author(s) -
Moy Robert,
Peverly Stephen T.
Publication year - 2005
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20076
Subject(s) - curriculum , china , trainer , psychology , mathematics education , perception , pedagogy , political science , law , programming language , neuroscience , computer science
China and other East Asian countries (Japan, South Korea, Taiwan) have consistently outperformed the United States and other Western countries in mathematics achievement. As part of a Fulbright‐sponsored trip to China in the Summer of 2002, a New York City public school teacher and a trainer of school psychologists offer their impressions of some of the reasons for these differences. Their impressions are based on observations of schools and classrooms, review of curricula, and a review of the literature. Four areas are covered: textbooks, curricula, teaching practices, and teacher knowledge. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 251–258, 2005.