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Connecting math performance to the r...

Herman, Sally Joan,

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Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America // Sally Joan Herman.
Author:	Herman, Sally Joan,
Description:	1 electronic resource (167 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 56-08, Section: A.
Contained By:	Dissertations Abstracts International56-08A.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9500264
ISBN:	9798208625248

Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America /
Herman, Sally Joan,

Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America /Sally Joan Herman. - 1 electronic resource (167 pages)

Source: Dissertations Abstracts International, Volume: 56-08, Section: A.

This research was based on a mathematical achievement test, including computational and conceptual components, given to 895 6th grade students in the People's Republic of China, Japan, Taiwan, and California, USA. The results of the study indicated that there were only very weak relationships between computational performance and conceptual understandings on a set of typical 6th grade math items. This was true for all nations, despite differing achievement levels. On most items, both computational and conceptual, China and Taiwan ranked first or second, Japan ranked third, and the U.S. last, typically by a wide margin. The achievement gap between the U.S. and the Asian nations was greater for conceptual items than computational. International differences in responding to the representational items were pronounced, particularly in the area of rational number. On the set of items related to rational number, American students related almost exclusively to a part/whole model of fractions; that is, geometric figures divided into equal parts with some parts shaded. Asian students had scoring patterns vastly different from the Americans, preferring quotient, decimal, and ratio models of rational number to the geometric part/whole models. Finally, there was some indication that students in the U.S. were over-confident about what they could solve mathematically, whereas their Asian counterparts were more realistic in their self-predictions for success.

English

ISBN: 9798208625248Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

mathematical performance

Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America /
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245 1 0 $a Connecting math performance to the representation of mathematical ideas: A study of 6th grade students in China, Japan, Taiwan, and the United States of America / $c Sally Joan Herman.
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520 $a This research was based on a mathematical achievement test, including computational and conceptual components, given to 895 6th grade students in the People's Republic of China, Japan, Taiwan, and California, USA. The results of the study indicated that there were only very weak relationships between computational performance and conceptual understandings on a set of typical 6th grade math items. This was true for all nations, despite differing achievement levels. On most items, both computational and conceptual, China and Taiwan ranked first or second, Japan ranked third, and the U.S. last, typically by a wide margin. The achievement gap between the U.S. and the Asian nations was greater for conceptual items than computational. International differences in responding to the representational items were pronounced, particularly in the area of rational number. On the set of items related to rational number, American students related almost exclusively to a part/whole model of fractions; that is, geometric figures divided into equal parts with some parts shaded. Asian students had scoring patterns vastly different from the Americans, preferring quotient, decimal, and ratio models of rational number to the geometric part/whole models. Finally, there was some indication that students in the U.S. were over-confident about what they could solve mathematically, whereas their Asian counterparts were more realistic in their self-predictions for success.
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