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Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform

Department of Curriculum and Instruction, University of Nevada, Las Vegas, College of Education, 4505 Maryland Parkway, Box 453005, Las Vegas, NV 89154-3005; wangj2{at}unlv.nevada.edu. His research interests include teacher education, teacher learning, teacher mentoring, and the comparative study of mathematics teaching practice.

Emily Lin, Assistant Professor

Department of Curriculum and Instruction, University of Nevada, Las Vegas, College of Education, 4505 Maryland Parkway, Box 453005, Las Vegas, NV 89154-3005; emily.lin{at}ccmail.nevada.edu. Her research interests include teacher education reform, teaching practices, and comparative science and mathematics education.

Chinese students often outperform U.S. students on international tests in mathematics. Chinese students’ mathematics performances are assumed to be related directly to their teachers’ deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics curriculum and policies. The authors examine this theoretical assumption through a systematic review of relevant literature and attempt to identify the relationship between Chinese students’ mathematics performance and the factors that contribute to their achievement. On the basis of their review, the authors raise questions about the assumption and propose research that can lead to a better understanding of the relationship between the quality of students’ mathematics learning and the contexts in which their learning occurs.

Educational Researcher, Vol. 34, No. 5, 3-13 (2005)
DOI: 10.3102/0013189X034005003


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