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- Li, Jing, et al.
(författare)
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Teaching algebraic equations with variation in Chinese classroom
- 2011
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Ingår i: Early Algebraization. - Berlin, Heidelberg : Springer. - 9783642177347 ; , s. 529-556
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Bokkapitel (refereegranskat)abstract
- This chapter gives a detailed analysis of how teaching with variation is helpful for students’ learning of algebraic equations by using typical teaching episodes in grade seven in China. Also, it provides a demonstration showing how variation is used as an effective way of teaching through the discussion after the analysis.
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| 6. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
- 2015
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Ingår i: International Journal of School & Educational Psychology. - : Routledge. - 2168-3603 .- 2168-3611. ; 3:1, s. 37-48
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Tidskriftsartikel (refereegranskat)abstract
- While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.
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| 9. |
- Peng, Aihui, 1977-, et al.
(författare)
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A framework for examining mathematics teacher knowledge as used in error analysis
- 2009
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Ingår i: For the Learning of Mathematics. - Alberta, Canada : FLM Publishing Association. - 0228-0671. ; 29:3, s. 22-25
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Tidskriftsartikel (refereegranskat)abstract
- Error analysis is a basic and important task for mathematics teachers. Unfortunately, in the present literature there is a lack of detailed understanding about teacher knowledge as used in it. Based on a synthesis of the literature in error analysis, a framework for prescribing and assessing mathematics teacher knowledge in error analysis was formulated. The major constructs incorporated in this framework were the nature of mathematical error and the phrase of error analysis. The framework was validated through analysis of teachers' documents by two empirical examples.
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