TY - JOUR
T1 - Opportunities and challenges of mathematics learning in Taiwan
T2 - a critical review
AU - Yang, Kai Lin
AU - Hsu, Hui Yu
AU - Cheng, Ying Hao
N1 - Funding Information:
This research was supported by Ministry of Science and Technology (Grants MOST 110-2511-H-003-008-MY3 and MOST 107-2511-H-007-001-MY3).
Funding Information:
To overcome the identified educational challenge, the JDM project, supported by the MOE and the Ministry of Science and Technology (MOST), was initiated in 2014 to provide students with opportunities to experience mathematics outside classrooms (Lin & Chang, ). The project focuses on designing a variety of mathematics grounding activities (MGAs) in line with mathematics content in the curriculum. MGAs aim to engage students in learning mathematics. Based on enactivism theory, MGAs also encourage students to engage in structured reflection, and motivate them to be aware of the insufficiency of mathematics concepts emerging from physical and mental manipulations in game-based learning environments (Yang et al., ). MGAs allow students to enjoy learning and explore ideas before formally learning concepts in schools. This is different from providing remedial instruction to students who cannot perform well in mathematics after the formal lessons. The effect of MGAs on improving students’ engagement and confidence in learning mathematics has been confirmed (Lin et al., ; Lin Yang, & Chang, ; Lin, Wang, et al., ).
Publisher Copyright:
© 2022, FIZ Karlsruhe.
PY - 2022/6
Y1 - 2022/6
N2 - In this paper we report the results of a study in which we investigated how formal education and shadow education in Taiwan provide students opportunities to learn mathematics. Based on the conceptual framework of Opportunity to Learn (OTL), aspects specific to formal education, including mathematics curriculum, mathematics textbooks, and teachers’ competence, and their teaching, were reviewed. Two national projects identified under shadow education were examined. The results revealed significant features of the mathematics curriculum, textbook design, and the quality of mathematics teachers in Taiwan that constitute a lived space where teachers with their knowledge and beliefs, curriculum, textbooks, and school settings, can generate cognitive and affective learning outcomes in students. Further analyses of the two above-mentioned projects showed how Taiwan extended learning opportunities to motivate students to learn and understand school mathematics. Based on the review, challenges were also identified.
AB - In this paper we report the results of a study in which we investigated how formal education and shadow education in Taiwan provide students opportunities to learn mathematics. Based on the conceptual framework of Opportunity to Learn (OTL), aspects specific to formal education, including mathematics curriculum, mathematics textbooks, and teachers’ competence, and their teaching, were reviewed. Two national projects identified under shadow education were examined. The results revealed significant features of the mathematics curriculum, textbook design, and the quality of mathematics teachers in Taiwan that constitute a lived space where teachers with their knowledge and beliefs, curriculum, textbooks, and school settings, can generate cognitive and affective learning outcomes in students. Further analyses of the two above-mentioned projects showed how Taiwan extended learning opportunities to motivate students to learn and understand school mathematics. Based on the review, challenges were also identified.
KW - Formal education
KW - Mathematics curriculum
KW - Mathematics textbook
KW - Opportunity to Learn (OTL)
KW - Shadow education
KW - Taiwan mathematics education
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U2 - 10.1007/s11858-021-01326-2
DO - 10.1007/s11858-021-01326-2
M3 - Article
AN - SCOPUS:85123177187
SN - 1863-9690
VL - 54
SP - 569
EP - 580
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
IS - 3
ER -