Teacher Questions in U.S. and Chinese Elementary Mathematics Classrooms
Increasing attention has been given to the issue of international education performance. As the world continues to become more globalized, there is a need for an understanding of cross-cultural learning and teaching styles, particularly in mathematics. This study examined discourse practices in ten U.S. and Chinese upper elementary mathematics classrooms in an attempt to highlight conceptual teaching practices that possibly foster cognitive growth and intellectual autonomy from procedural practices that foster less critical and applicable knowledge, and more memorization. Because of the higher level of thinking that is nurtured, conceptual questions and problems are favored over simple and procedural questions. Quantitative analysis focused on teacher questions (conceptual, procedural, simple, challenge/extend, rule definition, community acceptance, and multiple perspectives) and lent interpretation to student responses and sociomathematical norms. The results of the study showed Chinese teachers ask more questions overall (N = 613) than U.S. teachers (N = 391). Chinese teachers asked more lower-level and higher level questions, with significant differences found for the amount of simple answer questions asked. The findings suggest higher levels of conceptual engagement among teachers and students in China compared to teachers and students in the U.S.
School:
Morehouse College
Department:
Psychology
Research Advisor:
Michelle Perry
Department of Research Advisor:
Educational Psychology
Year of Publication:
2008