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Authors Note
Yifan Wei, freshman, Department of Mathematics, Purdue University
Correspondence of this article should be addressed to Yifan Wei, Department of
Mathematics, West Lafayette, IN 47907.
Contact: wei164@purdue.edu
Abstract
This papers aim is to explore the difference of mathematical learning methods
between Chinese and American high school students. To complete the research, I read
exacerbated their situation of losing creativities (Stevenson & Chen, 1995, p.11231124). I always tried to find several approaches to solve same exercises with my
classmates. (Personal Interview, 2015) Letterhos said to me when he introduced his
favorite mathematical learning method. This kind of learning method, finding several
approaches to solve same math problems, could cultivate students creativity because
students needed to use their wits to find solutions instead of copying solutions. Many
American high school students also used the same strategies when studying new
mathematical knowledge. Therefore, American high school students mathematical
learning methods could cultivate students creativity.
However, Cohen (1985) argued that Chinese high school students always
performed better than American high school students in math exams. Dillon (2010)
supported that Chinese high school students proved their better mathematical learning
methods by getting high scores in international math tests. But, high scores did not
mean that students had a good command of mathematical knowledge because Chinese
high school students were trained to get high scores in any tests. Wang and Lin (2005)
pointed out that Chinese high school students had high expectation of scores that they
got in the math exams. In China, if high school students wanted to be admitted into
good university, they were expected to receive high scores in college entrance
examinations (CEE). Mathematics score made up a large part of total scores of CEE
so that students always focused on the scores instead of the knowledge that they
retained. On the other hand, parents of Chinese high school students always set high
standards in math for their children, and parents would be angry if their childrens
math scores fell (Hess, Chang & Mcdevitt, 1987, p.185-186). Due to these factors, it
was impossible for Chinese high school students to get low scores in any math exams.
What they paid was the incomplete understanding of the mathematical knowledge that
they learned.
By comparison, American high school students did not focus too much on the
scores that they got in math exams. What mattered to them was the process of
learning mathematics (Fuligni & Stevenson, 1995, p.836). During the process of
learning mathematics, American high school students could get better understanding
and developed better command of mathematical knowledge than Chinese high school
students. I always tried to prove the mathematical theories to help me understand
math theories in depth. (Personal Interview, 2015) another interviewees, Servass,
said to me in the interview.
Mathematics was important for high school students to learn. Approximate
mathematical learning methods could help students learn math well. American high
school students mathematical learning methods focused on the process of learning
math. Students could cultivate their creativity and get profound understanding to
mathematical knowledge that they learned. Chinese high school students
mathematical learning methods focused on getting high scores in math exams.
Students could solve similarly mathematical exercises quickly. Though Chinese high
school students could get extremely high scores in math exams, Chinese high school
students had a smattering of the mathematical knowledge that they retained, and their
creativities were restricted (Wang & Lin, 2005, p.10). Meanwhile, American high
school students could understand mathematical knowledge in depth, thus having a
better command of mathematical knowledge than Chinese high school students.
Therefore, in terms of learning mathematical knowledge, American high school
students mathematical learning methods were more beneficial to help high school
students learning mathematics.
References
Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A
comparative study of AsianAmerican, CaucasianAmerican, and East Asian high
school students. Child Development, 66(4), 1215-1234
Cohen, L. P. (1985, January 9). The Chinese-A Way with Mathematics. The New York
Times.
Dillon, S. (2010, February 11). Top Test Scores From Shanghai Stun Educators. The
New York Times.
Fuligni, A. J., & Stevenson, H. W. (1995). Time use and mathematics achievement
among American, Chinese, and Japanese high school students. Child
Development, 66(3), 830-842
Hess, R. D., Chang, C. M., & McDevitt, T. M. (1987). Cultural Variations in Family
Beliefs about Children's Performance in Mathematics: Comparisons among
People's Republic of China, Chinese-American, and Caucasian-American
families. Journal of Educational Psychology, 79(2), 179-188
Letterhos, Z. (2015, February 27). Personal interview.
Servass, C. (2015, February 28). Personal interview.
Wang, J., & Lin, E. (2005). Comparative studies on US and Chinese mathematics