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 resources 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)
S. students reported doing so. S. students. S. S. population B spent 4 hours per week on mathematics homework, and Japanese population B spent 2 hours per week on mathematics homework. , 1987). For example, McKnight et al. (1987) indicated that "many Japanese students spend a considerable amount of time studying mathematics outside of regular school hours" (p. 52). In summary, Asian students not only had a longer school year, but also spent more time on homework in all subjects. Interestingly, with respect to the time spent on mathematics instruction in school and on mathematics homework, the patterns were somewhat different.
S. population B counterparts (141 hours per year). S. and Japan calculated from the official school days per year, periods per day, minutes per period, and proportion of time for mathematics reported in Garden and Livingstone (1989) are different from those reported in McKnight et al. (1987). The discrepancy might be due to their use of different data sources. The data reported in McKnight et al. were obtained directly from a questionnaire administered to teachers in each country. Previous cross-national studies have used a variety of methods, such as teacher questionnaires, student questionnaires, parent questionnaires, and official standard counts to collect data for time spent in and out of school.