U.S. and Chinese Teachers’ Cultural Values of Representations in Mathematics Education

New ICMI Study Series

Volumn 9, Issue , 2006, Pages 465-481

  Cai, Jinfa ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

Algebraic Approach; Chinese Student; Grade Student; Mathematical Thinking; Student Response

Indexed keywords

EID: 80052221682     PISSN: 13876872     EISSN: 22151745     Source Type: Book Series    
DOI: 10.1007/0-387-29723-5_28     Document Type: Chapter

References (16)

1. Ball, D.L., 1993, Halves, Pieces, and Twoths: Constructing and Using Representational Contexts in Teaching Fractions, in: Rational Numbers: An Integration of Research, T.P. Carpenter, E. Fennema, and T.A. Romberg, eds., Erlbaum, Hillsdale, NJ, pp.328-375.
2. Bishop, A.J., 1988, Mathematical Enculturation: A Cultural Perspective on Mathematics Education, Kluwer Academic Publishers, Dordrecht.
3. Bransford, J.D., Brown, A.L., and Cocking, R.R., 2000, How People Learn: Brain, Mind, Experience, and School (expanded edition), National Research Council, Washington, D.C.
4. Bruner, J.S., 1996, The Culture of Education, Harvard University Press, Cambridge, MA
5. Cai, J., 2000, Mathematical Thinking involved in U.S. and Chinese Students' Solving Process-Constrained and Process-Open Problems, Mathematical Thinking and Learning, 2:309-340.
6. Cai, J., in press, Why Do US. and Chinese Students Think Differently in Mathematical Problem Solving? The Impact of Early Algebra Learning and Teachers' Belief, Journal of Mathematical Behavior.
7. Cai, J., and Hwang, S., 2002, Generalized and Generative Thinking in US. and Chinese Students' Mathematical Problem Solving and Problem Posing, Journal of Mathematical Behavior, 21:401-421.
8. Dreyfus, T., and Eisenberg, T., 1996, On Different Facets of Mathematical Thinking, in: The Nature of Mathematical Thinking, R.J. Sternberg and T. Ben-Zeev, eds., Erlbaum, Hillsdale, NJ, pp.253-284.
9. Fennema, E. et al., 1996, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, 27:403-434.
10. Hiebert, J., and Carpenter L, 1992, Learning and Teaching with Understanding, in: Handbook of Research on Mathematics Teaching and Learning, D.A. Grouws, ed., Macmillan, New York, pp.65-97,s
11. Hiebert, J., and Wearne, D., 1993, Instructional Tasks, Classroom Discourse, and Students' Learning in Second Grade Arithmetic, American Educational Research Journal, 30:393-425.
12. National Council of Teachers of Mathematics, 2000, Principles and Standards for School Mathematics, Author, Reston, VA.
13. Perkins, D.N. and Unger, C., 1994, A New Look in Representations for Mathematics and Science Learning, Instructional Science, 2: 1-37.
14. Putnam P.T., Lampert, M., and Peterson, P.L., 1990, Alternative Perspectives on Knowing Mathematics in Elementary Schools, in: Review of Research in Education, C.B. Cazden, ed., American Educational Research Association, Washington, DC, pp.57-150.
15. Stein, M.K., and Lane, S., 1996, Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project, Educational Research and Evaluation, 250-80.
16. Thompson, A.G., 1992, Teachers' Beliefs and Conceptions: A Synthesis of the Research, in: Handbook of Research on Mathematics Teaching and Learning, D.A. Grouws, ed., Macmillan, New York, pp. 127-146.