Abstract
Studies show a sharp difference in math achievement between students in the U.S. and students in several East Asian countries, amongst them Taiwan. It is suggested that the patterns of math instruction applied by teachers may have contributed to these differences. This study intends to investigate the patterns of math instruction applied by the Taiwanese teachers and to delve into the cultural roots of these patterns. Data source includes videotaping of instruction by three middle school math teachers and a questionnaire survey of 297 eighth-graders. It was found that the Taiwanese math instruction pattern may be summarized as a cultural activity of “practice makes perfect, on the blackboard”. The underlying cultural beliefs are further explored, including the incremental view of human intelligence, self-improvement through diligent effort, and the teacher's role as an authority figure.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Chen, C. S. & Uttal, D. H. (1988). Cultural values, parents' beliefs, and children's achievement in the United States and China.Human Development, 31, 351–358.
Duncan, J., & Paulhus, D. L. (1998).Varieties of shyness in Asian- and European-Canadians. Paper presented at the 106th Annual Convention of the American Psychological Association, San Francisco, CA.
Dweck, C. S. (1999).Self-thories: Their role in motivation, personality and development. PA: Psychology Press.
Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model.Psychological Inquiry, 6 (4), 322–333.
Dweck, C. S. & Legget, E. L. (1988). A social-cognitive approach to motivation and personality.Psychological Review, 95, 256–273.
Fuson, K. C., Stigler, J. W., & Bartsch, K. (1988). Grade placement of addition and subtraction topics in Mainland China, Japan, the Soviet Union, Taiwan, and the United States.Journal for Research in Mathematics Education, 19 (5), 449–456.
Fwu, B. J., & Wang, H. H. (2002). The social status of teachers in Taiwan.Comparative Education, 38(2), 211–224.
Gao, M. S. (1999).The history of Chinese educational system (Zhong Guo Jiao Yu Shi Lun). Taipei: Lian-jing Bookstore. [in Chinese].
Hau,K. T. & Salili, F. (1989). Attribution of examination results: Chinese primary students in Hong Kong.Psychologia, 32, 163–171.
Hein, S. J., Lehman, D. R., Markus, H. R. & Kitayama S. (1999). Is there a universal need for positive self-regard?Psychological Review, 106(4), 766–794.
Hess, R. D., & Azuma, M. (1991). Cultural support for schooling: Contrasts between Japan and the United States.Educational Researcher, 20(9), 2–8.
Hiebert, J. et al. (2003).Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. NCES 2003-13. Washington, DC: National Center for Education Statistics.
Holloway, S. D. (1988). Concepts of ability and effort in Japan and the US.Review of Educational Research, 58, 327–345.
Hong, Y. Y., Chiu, C. Y., & Dweck, C. S. (1995). Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation. In M. H. Kernis (Ed.),Efficacy, agency and self-esteem (pp. 197–217). New York: Plenum Press.
Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan.Journal of Personality and Social Psychology, 72(6), 1245–1267.
Levy S. R. & Dweck, C. S. (1998). Trait- versus process-focused Social Judgement.Social Cognition, 16, 151–172.
Mullis, I. V. S. et al. (2000).TIMSS 1999: International Mathematics report: Findings from IEA's repeat of the Third International Mathematics and Science Study at the eighth grade. The International Study Center, Boston College, Lynch School of Education.
Mullis, I. V. S. et al. (2004).TIMSS 2003: International Mathematics report: Findings from IEA's Trends in International Mathematics and Science Study at fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
On, L. W. (1999). The cultural context for Chinese learners: Conceptual of learning in the Confucian Tradition. In D. Watkins and J. Biggs (Eds.),The Chinese learner: Research and practice (pp. 25–41). Hong Kong: Center for Comparative Research in Education/Camberwell, Vic.: Australian Council for Educational Research.
Pratt, D. D., & Wong, K. M. (1999). Chinese conceptions of “effective teaching” in Hong Kong: Toward culturally sensitive evaluation of teaching.International Journal of Lifelong Education, 18, 241–258.
Salili, F. (1999). Accepting personal responsibility for learning. In D. Watkins & J. Biggs (Eds.),The Chinese learner: Research and practice. (pp. 85–105). Hong Kong: Center for Comparative Research in Education/ Camberwell, Vic.: Australian Council for Educational Research.
Salili, F., Hwang, C. E., & Choi, N. F. (1989). Teacher's evaluative behavior: The relationship between teachers' comments and perceived ability in Hong Kong.Journal of Cross-cultural Psychology, 20, 115–132.
Stallings, J. A., & Mohlman, G. G. (1988). Classroom observation technique. In J. P. Keeves (Ed.),Educational research, methodology, and measurement: An international handbook (pp. 469–474). Oxford, England: Pergaman.
Stevenson, H. W., Lee, S. Y., & Stigler, J. W. (1986). Mathematics achievement of Chinese, Japanese, and American children.Science, 231, 693–699.
Stevenson, H. W., Lee, S. Y., Chen, C., Lummis, M., Stigler, J. W., Fan, L., & Ge, F. (1990). Mathematics achievement of children in China and the United States.Child Development 61, 1053–1066.
Stevenson, H. W. & Stigler, J. W. (1992).The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. NY: Touchstone Books.
Stigler, J. W., Lee, S. Y., & Stevenson, H. W. (1990).Mathematical knowledge of Japanese, Chinese, and American elementary school children. Reston, VA: National Council of Teachers of Mathematics.
Stigler, J. W. & Hiebert, J. (1999).The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: The Free Press.
Tong, N., Zhao, R., and Yang, X. (1985). An investigation into the current ideology of middle school students. [in Chinese].Chinese Education.
Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches.American Psychologist (February), 89–99.
U.S. Department of Education (1992).Learning Mathematics. National Center for Educational Statistics, International Assessment of Educational Progress: Educational Testing Service.
Wang, H. H. (2004). Why teach science? Graduate science students' perceived motivations for choosing teaching as a career in Taiwan.International Journal of Science Education, 26(1), 113–128.
Weiner, B. (1986).An attribution theory of motivation and emotion. New York, NY: Springer Verlag.
Weiner, B. (2001). Intrapersonal and interpersonal theory of motivation from an attribution perspective. In F. Salili, C. Y. Chiu, & Y. Y. Hong (Eds.),Student motivation: The culture and context of learning (pp. 17–30). New York: Kluwer Academic/Plenum Publishers.
Yang, K. S. (1986). Chinese personality and its change. In M. H. Bond (Ed.),The Psychology of the Chinese people (pp. 106–170). Hong Kong: Oxford University Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Fwu, Bj., Wang, Hh. Practice makes perfect on the blackboard: A cultural analysis of mathematics instructional patterns in Taiwan. Zentralblatt für Didaktik der Mathematik 38, 368–375 (2006). https://doi.org/10.1007/BF02652798
Issue Date:
DOI: https://doi.org/10.1007/BF02652798