What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis

  • Qiaoping Zhang
  • Tasos Barkatsas
  • Huk-Yuen Law
  • Yuh-Chyn Leu
  • Wee Tiong Seah
  • Ngai-Ying Wong
Article

Abstract

It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found.

Keywords

Cross-cultural comparison Effective teaching Factor structure Mathematics learning The Chinese learner Values 

Copyright information

© Springer Science + Business Media B.V. 2015

Authors and Affiliations

  • Qiaoping Zhang
    • 1
  • Tasos Barkatsas
    • 2
  • Huk-Yuen Law
    • 1
  • Yuh-Chyn Leu
    • 3
  • Wee Tiong Seah
    • 4
  • Ngai-Ying Wong
    • 1
  1. 1.Department of Curriculum and InstructionThe Chinese University of Hong KongSha Tin N.T.China
  2. 2.School of EducationRMIT UniversityMelbourneAustralia
  3. 3.Department of Mathematics and Information EducationNational Taipei University of EducationTaipeiTaiwan
  4. 4.Melbourne Graduate School of EducationThe University of MelbourneMelbourneAustralia

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