Students' performance in reasoning and proof in taiwan and germany: Results, paradoxes and open questions

ZDM - International Journal on Mathematics Education

Volumn 36, Issue 5, 2004, Pages 162-171

  Heinze, Aiso ^a   Cheng, Ying Hao ^b   Yang, Kai Lin ^c  

^a UNIVERSITY OF AUGSBURG   (Germany)

^b CHINA UNIVERSITY OF TECHNOLOGY   (Taiwan)

^c CHUNG YUAN CHRISTIAN UNIVERSITY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37649023613     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/BF02655668     Document Type: Article

References (27)

1. Beaton, A. E.; Mullis, I. V. S.; Martin, M. O.; Gonzalez, E. J.; Kelly, D. L.; Smith, T. A. (1996): Mathematics Achievement in the Middle School Years: IEA's Third International Mathematics and Science Study (TIMSS). IEA. Boston: Center for the Study of Testing, Evaluation, and Educational Policy
2. Blum, W.; Neubrand, M. (Hrsg.) (1998): TIMSS und der Mathematikunterricht. Informationen, Analysen und Konsequenzen. Hannover: Schroedel
3. Dahlin, B.; Watkins, D. (2000): The role of repetition in the process of memorising and understanding: A comparison of the views of German and Chinese secondary school students in Hong Kong. British Journal of Educational Psychology 70, pp. 65-84
4. Deutsches PISA-Konsortium (Ed.) (2001): PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske + Budrich
5. Fwu, B. J.; Wang, H. H. (2002): Practice makes perfect on the blackboard: A cultural analysis of mathematics instructional patterns in Taiwan. In I. Vakalis; D. Hughes Hallett; D. Quinney; C. Kourouniotis (Eds.), 2nd International Conference on the Teaching of Mathematics (ICTM 2). Iraklion (Greece), New York: Wiley, no page numbers
6. Healy, L.; Hoyles, C. (1998): Justifying and proving in school mathematics. Summary of the results form a survey of the proof conceptions of students in the UK. Research Report Mathematical Sciences, Institute of Education, University of London
7. Heinze, A.; Kraft, E. (in press): Schülerbeteiligung im Mathematikunterricht-eine Auswertung videografierter Unterrichtstunden. In A. Heinze & S. Kuntze (Eds.), Beiträge zum Mathematikunterricht 2004. Hildesheim: Franzbecker
8. Heinze, A. & Reiss, K. (2004): The teaching of proof at lower secondary level-a video study. Zentralblatt für Didaktik der Mathematik (ZDM), 36(3), pp. 98-104
9. Heinze, A.; Reiss, K. (in press): Mathematikleistung und Mathematikinteresse in differentieller Perspektive. To appear in J. Doll; M. Prenzel (Eds.), Studien zur Verbesserung der Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung. Münster: Waxmann
10. Hiebert, J.; Gallimore, R.; Garnier, H.; Givvin, K. B.; Hollingsworth, H.; Jacobs, J.; Chui, A. M.-Y.; Wearne, D.; Smith, M.; Kersting, N.; Manaster, A.; Tseng, E.; Etterbeek, W.; Manaster, C.; Gonzales, P.; Stigler, J. (2003): Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study. U.S. Department of Education. National Center for Education Statistics, Washington, DC: Government Printing Office
11. International Commission on Mathematical Instruction (ICMI) (2001): ICMI Comparative Study: Mathematics education in different cultural traditions: A comparative study of East Asia and the West. Discussion Document. Zentralblatt Didaktik der Mathematik 33(4), pp. 113 -122
12. Klieme, E.; Schümer, G.; Knoll, S. (2001): Mathematikunterricht in der Sekundarstufe I: "Aufgabenkultur" und Unterrichtsgestaltung.-In: Bundesministerium für Bildung und Forschung (BMBF) (Ed.), TIMSS-Impulse für Schule und Unterricht. Bonn: BMBF, pp. 43-57
13. Lapointe, A. E.; Mead, N. A.; Askew, J. M. (1992): Learning Mathematics. IAEP. Princeton: Educational Testing Service.
14. Leung, F. K. S. (2001): In search of an East Asian identity in mathematics education. Educational Studies in Mathematics 47, 35-51
15. Lin, F. L.; Chen, Y. J. (1999): A pilot study on proving and justifying of Taiwanese junior high school students. Dept. of Mathematics, National Taiwan Normal University, Taipei, Taiwan (in Chinese)
16. Lin, F. L. et al. (2003): Development of Adolescents' Competence on Mathematical Argumentation. Technical Report of the NSC support project. Dep. of Mathematics, National Taiwan Normal University, Taipei, Taiwan
17. Lin, F.-L.; Tsao, L.-C. (1999): Exam Maths Re-examined. In: C. Hoyles; C. Morgan; G. Woodhouse (Eds.), Rethinking the mathematics curriculum. London: Falmer, pp. 228-239
18. Marton, F.; Dall'Alba, D.; Tse, K.-T. (1996): Memorising and understanding: The keys to the paradox? In D. A. Watkins; J. B. Biggs (Eds.), The Chinese Learner: Cultural, psychological, and contextual influences. Hong Kong: Comparative Education Research Centre, pp. 69-83
19. Mullis, I. V. S.; M. O. Martin; E. J. Gonzalez; K. D. Gregory; R. A. Garden; K. M. O'Connor; S. J. Chrostowski; T. A. Smith (2000): TIMSS 1999 International Mathematics Report. IEA. Boston: International Study Center Lynch School of Education
20. OECD (Ed.) (1999): Measuring student knowledge and skills. A new framework for assessment. Paris: OECD
21. Reiss, K.; Hellmich, F.; Reiss, M. (2002): Reasoning and proof in geometry: Prerequisites of knowledge acquisition in secondary school students. In A. D. Cockburn; E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education. Volume IV. Norwich (Great Britain). University, pp. 113-120
22. Reiss, K.; Thomas, J. (2000): Wissenschaftliches Denken beim Beweisen in der Geometrie. Ergebnisse einer Studie mit Schülerinnen und Schülern der gymnasialen Oberstufe. Mathematica didactica 23, pp. 96-112
23. Skemp, R. R. (1978): Relational understanding and instrumental understanding. Arithmetic Teacher 26 (3), pp. 9-15
24. Stevenson, H.W.; Stigler, J. W. (1992): The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books
25. Stigler, J.; Gonzales, P.; Kawanaka, T.; Knoll, S.; Serrano, A. (1999): The TIMSS videotape classroom study. U.S. Department of Education. National Center for Education Statistics, Washington, DC: Government Printing Office
26. Voigt, J. (1984): Interaktionsmuster und Routinen im Mathematikunterricht. Theoretische Grundlagen und mikroethnographische Falluntersuchungen. Weinheim; Basel: Beltz
27. Watkins, D. A.; Biggs, J. B. (Eds.) (1996): The Chinese Learner: Cultural, psychological, and contextual influences. Hong Kong: Comparative Education Research Centre