By Jinfa Cai
Read or Download A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7) PDF
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Additional info for A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7)
For relatively small and localized samples, however, an in-depth analysis of students' thinking is needed. According to Bradburn and Gilford (1990), the information from these in-depth studies can also play an important role in educational research and policy development. Data collection across cultures. Besides sampling concerns in international comparisons, researchers also voice concern over the data collection procedures that are often used. Interpretations of cross-national data must be carefully made to guard against the effects of cultural bias in the data collection.
S. and Chinese students apply and the success of those applications can provide information regarding their mathematical thinking and reasoning. Mathematical misconceptions. The study of misconceptions is also related to the study of human cognition, particularly to the study of the nature of competent performance and learning. , Glaser, 1987) have concluded that conceptual changes are an important part of learning-that is, the changes that occur as knowledge and complex cognitive strategies are acquired.
Resnick et al. S. S. They found that the fact that French children by and large avoided the errors associated with the fraction rule and instead seem to pass directly to the use of the correct decimal comparison rule might seem to suggest a superiority of the French curriculum sequence (which is shared by several other countries) in which decimal fraction instruction precedes ordinary fraction instruction by a substantial period of time. (pp. 25) A larger percentage of content is repeated in American curricula than in Chinese and Japanese cumcula.
A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7) by Jinfa Cai