TY - JOUR
T1 - Ideal Mathematics Teaching Behaviors
T2 - A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland China
AU - Hsieh, Feng Jui
AU - Wang, Ting Ying
AU - Chen, Qian
N1 - Publisher Copyright:
© 2020 by the authors; licensee Modestum Ltd., UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2020
Y1 - 2020
N2 - This study determined perspectives of students and their teachers regarding ideal mathematics teaching using questionnaires. The sample included 2437 Taiwanese and 1141 Chinese senior high school students and their mathematics teachers. Exploratory, confirmatory, and multigroup confirmatory factor analysis were conducted to determine the factors contributing to ideal teaching behaviors. Thirteen factors in six dimensions were identified. Five involved the influence of Western culture and were endorsed (e.g., concrete and life-related in representation); five are inherent in traditional Chinese culture and were endorsed (e.g., detailed illustration in teaching method); and three are inherent in Chinese culture but were less endorsed because of Western influences (e.g., speedy challenge in problem-solving). Few intracultural differences regarding students’ and teachers’ endorsements were discovered. However, students’ higher endorsement of formal and symbolic representation and performance demand in assessment than their teachers’ reflected their desire for high academic achievement, which is deeply rooted in Chinese culture.
AB - This study determined perspectives of students and their teachers regarding ideal mathematics teaching using questionnaires. The sample included 2437 Taiwanese and 1141 Chinese senior high school students and their mathematics teachers. Exploratory, confirmatory, and multigroup confirmatory factor analysis were conducted to determine the factors contributing to ideal teaching behaviors. Thirteen factors in six dimensions were identified. Five involved the influence of Western culture and were endorsed (e.g., concrete and life-related in representation); five are inherent in traditional Chinese culture and were endorsed (e.g., detailed illustration in teaching method); and three are inherent in Chinese culture but were less endorsed because of Western influences (e.g., speedy challenge in problem-solving). Few intracultural differences regarding students’ and teachers’ endorsements were discovered. However, students’ higher endorsement of formal and symbolic representation and performance demand in assessment than their teachers’ reflected their desire for high academic achievement, which is deeply rooted in Chinese culture.
KW - assessment
KW - ideal mathematics teaching
KW - problem-solving
KW - representation
KW - student perspective
KW - teaching method
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U2 - 10.29333/ejmste/110491
DO - 10.29333/ejmste/110491
M3 - Article
AN - SCOPUS:85093960638
SN - 1305-8215
VL - 16
SP - 1
EP - 15
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 1
ER -