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Article: The mathematics classroom in Beijing, Hong Kong and London

TitleThe mathematics classroom in Beijing, Hong Kong and London
Authors
Leung, FKS
Issue Date1995
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0013-1954
Citation
Educational Studies In Mathematics, 1995, v. 29 n. 4, p. 297-325 How to Cite?
DOI: http://dx.doi.org/10.1007/BF01273909
AbstractThis paper reports a classroom observation study which intends to characterise the instructional practices in junior secondary mathematics classrooms in Beijing, Hong Kong and London, focusing on the different cultural beliefs pertaining to mathematics and mathematics teaching and learning between the Chinese and Western cultures. The results show that there are striking differences in classroom practices between the three places, and the differences seem to be related to the differences in attitudes towards mathematics and mathematics teaching and learning. The findings point to the potential of the cultural perspective in interpreting results of comparative curriculum studies. © 1995 Kluwer Academic Publishers.
Persistent Identifierhttp://hdl.handle.net/10722/175382
ISSN
0013-1954
2021 Impact Factor: 2.853
2020 SCImago Journal Rankings: 1.847

 

DC FieldValueLanguage
dc.contributor.authorLeung, FKSen_US
dc.date.accessioned2012-11-26T08:58:36Z-
dc.date.available2012-11-26T08:58:36Z-
dc.date.issued1995en_US
dc.identifier.citationEducational Studies In Mathematics, 1995, v. 29 n. 4, p. 297-325en_US
dc.identifier.issn0013-1954en_US
dc.identifier.urihttp://hdl.handle.net/10722/175382-
dc.description.abstractThis paper reports a classroom observation study which intends to characterise the instructional practices in junior secondary mathematics classrooms in Beijing, Hong Kong and London, focusing on the different cultural beliefs pertaining to mathematics and mathematics teaching and learning between the Chinese and Western cultures. The results show that there are striking differences in classroom practices between the three places, and the differences seem to be related to the differences in attitudes towards mathematics and mathematics teaching and learning. The findings point to the potential of the cultural perspective in interpreting results of comparative curriculum studies. © 1995 Kluwer Academic Publishers.en_US
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0013-1954en_US
dc.relation.ispartofEducational Studies in Mathematicsen_US
dc.titleThe mathematics classroom in Beijing, Hong Kong and Londonen_US
dc.typeArticleen_US
dc.identifier.emailLeung, FKS: frederickleung@hku.hken_US
dc.identifier.authorityLeung, FKS=rp00924en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/BF01273909en_US
dc.identifier.scopuseid_2-s2.0-0041734460en_US
dc.identifier.volume29en_US
dc.identifier.issue4en_US
dc.identifier.spage297en_US
dc.identifier.epage325en_US
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridLeung, FKS=9337522500en_US
dc.identifier.issnl0013-1954-

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