A Cognitive Analysis of U.S. and Chinese Students' by Jinfa Cai

By Jinfa Cai

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Additional resources for A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7)

Example text

In the second study, Baranes et al. (1989) replicated the Carraher et al. S. students as subjects. Interestingly, they did not find a significant effect for context (symbolic computation problems vs. textbook-like word problems vs. situation problems). S. and Brazilian students on the symbolic computation tasks is larger than the difference on the textbook-like word problems and situation problems. S. and Brazilian students may be derived differently, depending on the tasks the comparison is based on.

One may argue that differences in student performance are due partially to differences among the teachers in each country. Teachers' ages, their amount of formal education, and their teaching experience do not seem to contribute to the performance differences in mathematics. However, differences between teachers' beliefs and teaching behaviors may account for performance differences in mathematics. Significant differences have been found in teachers' beliefs about the best methods for teaching mathematics (Stigler & Perry, 1988).

And Chinese Students' Mathematical Problem Solving 31 Silver, 1992). , in press-a; Miller-Jones, 1989). An ideal cross-national study would involve an assessment of students' mathematical performance across a range of different, complementary test formats. The second concern of cross-national data collection has to do with test administration. In order to have valid and reliable data that allow for varied comparisons across cultures, an adequate and consistent test administration procedure is necessary.

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