The Teacher Development Continuum in the United States and China Summary of a Workshop (2010) / Chapter Skim
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1 Comparisons Between Mathematics Education in China and the United States
1 Comparisons Between Mathematics Education in China and the United States
Pages 1-10
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There is no home schooling in China, unlike in the United States. There are few athletic and nonacademic extracurricular
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In some places, mathematics teachers also teach science, though science is not a prominent part of the curriculum in Chinese elementary schools. In schools in rural or remote areas, an elementary teacher in China may teach all subjects, as is often the case in similar situations in the United States.
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The notation for numbers and algorithms used in the United States and Europe.
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In contrast, the main intellectual resource for teachers in the United States is new ideas about education generated by educational research.
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In the United States, teachers can decorate and be creative in their homeroom, Ma explained, because they "own" the room. But in China, students own their rooms and teachers travel to them.
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Outside the classroom, Chinese teachers spend considerable time Table grading homework. "That way, they know what problems students are encountering in doing the homework," described Fang Wei, a teacher at School Activity Board Phone Desk C Suzhou High School in Jiangsu Province.
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In addition, at the local district or city level there is a universal final exam for mathematics given at the end of each academic year that is voluntary, though most schools participate. Testing, which has been used for thousands of years in China for government hiring, is viewed as less critical in China than in other countries such as the United States.
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have sought to make mathematics instruction more effective for all students. For example, Chinese classrooms traditionally have been organized in such a way that student discussion is difficult, but Chinese teachers have come to recognize that student discussions can benefit learning (for additional information on Chinese student learning, see Cai and Cifarelli, 2004)
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Ma expressed the opinion that in the United States, teachers want to make their students happy in the present. But in eastern countries, teachers want their students to be happy in the future, which means that they need to work hard in school.
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