Mathematics Education in Different Cultural Traditions- A Comparative Study of East Asia and the West: The 13th ICMI Study (New ICMI Study Series Book 9)

MARGARET WU, PARK KWNGMEE & LEUNG KOON SHING FREDERICK 153 Chapter 2-1 : Some Comparative Studies between French and Vietnamese Curricula ANNIE BESSOT & CLAUDE COMITI 159 Chapter 2-2: An Overview of the Mathematics Curricula in the West and East MARGARET WU & ZHANG DIANZHOU 181 Chapter 2-3: Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States LI YEPING & MARK B. GINSBURG 195 Chapter 2-4: Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks YEAP BAN-HAR; BEVERLY J. FERRUCCI & JACK A. CARTER 2 13 Chapter 2-5: A Comparative Study of the Mathematics Textbooks of China, England, Japan, Korea, and the United States PARK KYUNGMEE & LEUNG KOON SHING FREDERICK 227 Chapter 2-6: A Comparison of Mathematics Performance between East and West: What PISA and TIMSS Can Tell Us MARGARET WU 239 Chapter 2-7: Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools & ZHAO DA-CHENG; JOANNE MULLIGAN MICHAEL MITCHELMORE 26 1 Chapter 2-8: Philippine Perspective on the ICMI Comparative Study BIENVENIDO F. NEBRES, S. J. 277 Section 3: Teaching and Learning - Introduction COLETTE LABORDE Chapter 3-1 : The TIMSS 1995 and 1999 Video Studies JOHANNA NEUBRAND Chapter 3-2: Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions GABRIELE KAISER, KEIKO HINO AND CHRISTINE KNIPPING Chapter 3-3: Cultural Diversity and the Learner's Perspective: Attending to Voice and Context DAVID CLARKE, YOSHINORI SHIMIZU, SOLEDAD A. ULEP, FLORENDA L. Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West....Pages 1-20 Mathematics Education in East Asia and the West: Does Culture Matter?....Pages 21-46 Front Matter....Pages 47-50 A Traditional Aspect of Mathematics Education in Japan....Pages 51-64 From Wasan to Yozan....Pages 65-79 Perceptions of Mathematics and Mathematics Education in the Course of History - A Review of Western Perspectives....Pages 81-94 Historical Topics as Indicators for the Existence of Fundamentals in Educational Mathematics....Pages 95-110 From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”....Pages 111-128 Practice Makes Perfect: A Key Belief in China....Pages 129-138 The Origins of Pupils’ Awareness of Teachers’ Mathematics Pedagogical Values: Confucianism and Buddhism - Driven....Pages 139-152 Front Matter....Pages 153-157 Some Comparative Studies between French and Vietnamese Curricula....Pages 159-179 An Overview of the Mathematics Curricula in the West and East....Pages 181-193 Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States....Pages 195-211 Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks....Pages 213-225 A Comparative Study of the Mathematics Textbooks of China, England, Japan, Korea, and the United States....Pages 227-238 A Comparison of Mathematics Performance Between East and West: What PISA and TIMSS Can Tell Us....Pages 239-259 Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools....Pages 261-275 Philippine Perspective on the ICMI Comparative Study....Pages 277-284 Front Matter....Pages 285-289 The TIMSS 1995 and 1999 Video Studies....Pages 291-318 Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions....Pages 319-351 Cultural Diversity and the Learner’s Perspective: Attending to Voice and Context....Pages 353-380 Front Matter....Pages 285-289 Mathematics Education in China: From a Cultural Perspective....Pages 381-390 Mathematics Education and Information and Communication Technologies....Pages 391-395 Cultural Awareness Arising from Internet Communication between Japanese and Australian Classrooms....Pages 397-408 The International Distance Learning Activities of HSARUC ....Pages 409-413 Distance Learning between Japanese and German Classrooms....Pages 415-425 Front Matter....Pages 427-433 Comparing Primary and Secondary Mathematics Teachers’ Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching in Hong Kong and Australia....Pages 435-448 The Impact of Cultural Differences on Middle School Mathematics Teachers’ Beliefs in the U.S. and China....Pages 449-464 U.S. and Chinese Teachers’ Cultural Values of Representations in Mathematics Education....Pages 465-481 A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia....Pages 483-493 Values and Classroom Interaction: Students’ Struggle for Sense Making....Pages 495-521 Trip for the Body, Expedition for the Soul: An Exploratory Survey of Two East Asian Teachers of Mathematics in Australia....Pages 523-535 Conceptualising Pedagogical Values and Identities in Teacher Development....Pages 537-547 Front Matter....Pages 549-552 Elements of a Semiotic Analysis of the Secondary Level Classroom in Japan....Pages 553-566 Other Conventions in Mathematics and Mathematics Education....Pages 567-580 What Comes After This Comparative Study — More Competitions or More Collaborations?....Pages 581-588 In recent years there has been an upsurge of interest concerning international comparisons of mathematics education, stimulated in part by large-scale studies such as TIMSS and PISA. However, many educators have felt that the analysis of such comparisons requires a deep understanding of the underlying cultural and social factors involved, and this perspective led to the 13^th^ ICMI Study Conference being convened to consider the issues. Because of the impossible complexity of trying to cover all different cultural traditions worldwide it was decided to focus on two significant traditions, broadly speaking East Asia and the West. This important volume is the outcome of the ICMI Study. The volume covers a very wide field including the contexts of mathematics education, the curriculum, teaching and learning, and teachers’ values and beliefs. Within these broad parameters some of the particular cross-cultural issues that are discussed include intuition and logical reasoning, influences of Confucianism and Ancient Greek traditions, basic skills and process abilities, learners’ perspectives, assessment practices, text books and ICT multimedia. Throughout the book emphasis is placed on uncovering and understanding differences and similarities, not just between these two major traditions but within the cultures themselves. Simplistic analyses or solutions are avoided and the authors demonstrate a cultural sensitivity that results in a collaborative, rather than competitive, spirit evident in the comparisons that are made. Much of the focus is on learning together, as much from our failures as our successes. The contributing authors are highly experienced and eminent members of the mathematics education community and together they have provided us with a book that is an invaluable source of information, discussion, reflection and insight. **Mathematics Education in Different Cultural Traditions** will be of special interest to mathematics teachers, teacher educators, researchers, education administrators, curriculum developers, and student teachers. In recent years there has been an upsurge of interest concerning international comparisons of mathematics education, stimulated in part by large-scale studies such as TIMSS and PISA. However, many educators have felt that the analysis of such comparisons requires a deep understanding of the underlying cultural and social factors involved, and this perspective led to the 13 th ICMI Study Conference being convened to consider the issues. Because of the impossible complexity of trying to cover all different cultural traditions worldwide it was decided to focus on two significant traditions, broadly speaking East Asia and the West. This important volume is the outcome of the ICMI Study. The volume covers a very wide field including the contexts of mathematics education, the curriculum, teaching and learning, and teachers’ values and beliefs. Within these broad parameters some of the particular cross-cultural issues that are discussed include intuition and logical reasoning, influences of Confucianism and Ancient Greek traditions, basic skills and process abilities, learners’ perspectives, assessment practices, text books and ICT multimedia. Throughout the book emphasis is placed on uncovering and understanding differences and similarities, not just between these two major traditions but within the cultures themselves. Simplistic analyses or solutions are avoided and the authors demonstrate a cultural sensitivity that results in a collaborative, rather than competitive, spirit evident in the comparisons that are made. Much of the focus is on learning together, as much from our failures as our successes. The contributing authors are highly experienced and eminent members of the mathematics education community and together they have provided us with a book that is an invaluable source of information, discussion, reflection and insight. Mathematics Education in Different Cultural Traditions will be of special interest to mathematics teachers, teacher educators, researchers, education administrators, curriculum developers, and student teachers.

the Fundamental Idea Of The Icmi Study 13 Is Outlined As Follows: Education In Any Social Environment Is Influenced In Many Ways By The Traditions Of These Environments. As A Consequence The Results Of Such Education Will Naturally Differ With Different Traditions In Different Environments. Indeed, This Is Necessary Since One Of The Intentions Of Education Is To Support The Traditional Continuity Of Structure And Function Of A Special Environment.

on The Other Hand, Today We Are Observing A Growing Interdependence Between Environments Like Regions, States, Countries, And Different Cultural Areas Of The World. In Many Respects They Have To Rely On Corresponding Or Equivalent Standards Of Education, And Differences Can Cause Irritations.

in Mathematics Education Also, Taking An International And Intercultural Point Of View, We Face This Split Phenomenon Of Difference And Correspondence, Linked With The Perpetual Challenge To Improve The Quality Of Mathematics Education. A Study Attempting A Comparison Between Mathematics Education In Different Traditions Will Be Helpful To Understand This Phenomenon In Detail And Exploit It For The Sake Of Mathematics Education.

the Study Volume Will Reflect The Structure Of The Conference In Four Sections Of Revised Papers, Integrating Insights, Results And Implications From The Comparative Discussions. To Achieve This Revision And Integration, Section Editors Have Initiated Vivid Interaction With And Between Authors Of The Four Working Groups. The Editors (leung, Lopez, Graf) Expect The Volume To Be Published In The Series Of Icmi Studies By Springer In Spring 2005.

The idea of the ICMI Study 13 is outlined as follows: Education in any social environment is influenced in many ways by the traditions of these environments. This study brings together leading experts to research and report on mathematics education in a global context. Mathematics education faces a split phenomenon of difference and correspondence. A study attempting a comparison between mathematics education in different traditions will be helpful to understanding this phenomenon. "This volume covers a very wide field including the contexts of mathematics education, the curriculum, teaching and learning, and teachers' values and beliefs. Mathematics Education in Different Cultural Traditions will be of special interest to mathematics teachers, teacher educators, researchers, education administrators, curriculum developers, and student teachers."--Jacket