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Mathematics Education Research Journal

, Volume 10, Issue 1, pp 37–50 | Cite as

An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving

  • Jinfa Cai
Articles

Abstract

This study explored the mathematical problem posing and problem solving of 181 U.S. and 223 Chinese sixth-grade students. It is part of a continuing effort to examine U.S. and Chinese students’ performance by conducting a cognitive analysis of student responses to mathematical problem-posing and problem-solving tasks. The findings of this study provide further evidence that, while Chinese students outperform U.S. students on computational tasks, there are many similarities and differences between U.S. and Chinese students in performing relatively novel tasks. Moreover, the findings of this study suggest that a direct link between mathematical problem posing and problem solving found in earlier studies for U.S. students is true for Chinese students as well.

Keywords

Mathematical Problem Mathematics Teacher Solution Strategy Student Response Chinese Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Mathematics Education Research Group of Australasia Inc. 1998

Authors and Affiliations

  • Jinfa Cai
    • 1
  1. 1.Department of Mathematical SciencesUniversity of DelawareNewarkUSA

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