id: 06022375
dt: j
an: 2012c.00241
au: Xin, Yan Ping; Liu, Jia; Zheng, Xiaoning
ti: A cross-cultural lesson comparison on teaching the connection between
multiplication and division.
so: Sch. Sci. Math. 111, No. 7, 354-367 (2011).
py: 2011
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C72 U22 D22
ut: textbooks; problem solving; multiplication; arithmetic; cross cultural
studies; educational practices; teaching methods; comparative analysis;
comparative education; textbook content; readiness; lesson plans;
schematic studies; textbook evaluation; fused curriculum; problem sets
ci:
li: doi:10.1111/j.1949-8594.2011.00098.x
ab: Summary: This study compared one lesson across four U.S. "traditional"
textbook series, two U.S. reform-based textbook series, and one Chinese
mathematics textbook series in teaching the connection between
multiplication and division. The results showed the differences across
U.S. and Chinese lessons in both the teaching and the practice parts of
the lesson across three dimensions (i.e., problem schemata, response
requirement, and algebra readiness). In particular, the Chinese
lessonâ€™s penetrating analysis or explanation of the topic is
reflected in its deliberately constructed examples and wide range of
problems (pertaining to problem types and difficulty levels) present in
the teaching and practice sections of the lesson. None of analyzed U.S.
lessons are comparable with the Chinese lesson with respect to the
breadth and depth in teaching the topic. A deliberate emphasis, both
arithmetically and algebraically, on problem schema acquisition as
found in the Chinese lesson represents a promotion of symbolic or
higher order of conceptual understanding. The findings are discussed
within the context of teaching big ideas through problem schemata
acquisition and the importance of symbolic level of conceptual
understanding.
rv: