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Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen – School Science and Mathematics, 2018

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

Descriptors: Foreign Countries, Thinking Skills, Statistical Analysis, College Students

Zhang, Danhui; Orrill, Chandra; Campbell, Todd – School Science and Mathematics, 2015

The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

Descriptors: Qualitative Research, Standardized Tests, Mathematics Achievement, Science Achievement

Liu, Ru-De; Ding, Yi; Zong, Min; Zhang, Dake – School Science and Mathematics, 2014

The aim of this study was to examine the concept development of decimal numbers in 244 Chinese elementary students in grades 4-6. Three grades of students differed in their intuitive sense of decimals and conceptual understanding of decimals, with more strategic approaches used by older students. Misconceptions regarding the density nature of…

Descriptors: Concept Formation, Concept Teaching, Elementary School Students, Elementary School Science

Wei, Bing; Li, Yue; Chen, Bo – School Science and Mathematics, 2013

This study aimed to examine the representations of nature of science (NOS) in the eight histories of science selected from three series of integrated science textbooks used in junior high school in China. Ten aspects of NOS were adopted in the analytical framework. It was found that NOS had not been well treated in the selected histories of…

Descriptors: Foreign Countries, Scientific Principles, Science History, Textbooks

Stonier, Francis W.; Dickerson, Daniel L.; Lucking, Robert – School Science and Mathematics, 2012

The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and…

Descriptors: Public Health, Statistical Analysis, English (Second Language), Foreign Countries

Huang, Rongjin; Li, Yeping – School Science and Mathematics, 2012

In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid…

Descriptors: Discovery Learning, Foreign Countries, Beginning Teachers, Mathematics Education

Xin, Yan Ping; Liu, Jia; Zheng, Xiaoning – School Science and Mathematics, 2011

This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of…

Descriptors: Textbooks, Problem Solving, Multiplication, Arithmetic

Liu, Fuchang – School Science and Mathematics, 2009

Four hundred and three 3rd- and 5th-grade Chinese students took the Multiplication Estimation Test or participated in the interview on it, designed to assess their computational estimation performance on whole-number multiplication. Students perform better when tasks are presented visually than orally. Third graders tend to use rounding based…

Descriptors: Mental Computation, Grade 5, Grade 3, Arithmetic

Capraro, Mary Margaret; Ding, Meixia; Matteson, Shirley; Capraro, Robert M.; Li, Xiaobao – School Science and Mathematics, 2007

Teachers and researchers have long recognized that students tend to misunderstand the equal sign as an operator; that is, a signal for "doing something" rather than a relational symbol of equivalence or quantity sameness. Students' equal sign misconception has been researched for more than thirty years (Weaver, 1971, 1973) with little…

Descriptors: Foreign Countries, Misconceptions, Symbols (Mathematics), Mathematical Concepts

Peer reviewed

Cai, Jinfa; Lo, Jane Jane; Watanabe, Tad – School Science and Mathematics, 2002

Examines how selected U.S. and Asian mathematics curricula are designed to facilitate students' understanding of the arithmetic average. Discusses similarities and differences of learning goals, focuses, and concepts among U.S. commercial, Asian, and U.S. reform curriculum series. (Author/KHR)

Descriptors: Curriculum Development, Curriculum Research, Foreign Countries, Mathematical Formulas

Peer reviewed

Boone, William J. – School Science and Mathematics, 1997

Evaluates the attitudes of Chinese boys and girls toward selected science topics. Analysis indicates that male and female Chinese students differed in their response patterns. Females selected more intense responses (strongly agree as opposed to agree, strongly disagree as opposed to disagree). Also, females selected responses suggesting that they…

Descriptors: Curriculum Development, Foreign Countries, Middle Schools, Science Education

Peer reviewed

Cross, Roger T. – School Science and Mathematics, 1992

Compares the chemistry textbooks used in China's elite schools with those used in other levels. Comparisons indicate that the textbooks differ only in the quantity of material required. (MDH)

Descriptors: Academically Gifted, Advanced Students, Chemistry, Exceptional Persons

Peer reviewed

Jiang, Zhonghong; Eggleton, Patrick – School Science and Mathematics, 1995

Comparison of U.S. and Chinese middle school mathematics programs found lower intensity in U.S. schools because of extensive drill, repetition of content, lack of challenging problem solving, lower expectations, and ability grouping. China utilizes challenging problem solving, no repetition, and high expectations and values. (22 references)…

Descriptors: Ability Grouping, Cross Cultural Studies, Educational Technology, Expectation

Peer reviewed

Michalowicz, Karen Dee – School Science and Mathematics, 1995

Describes a history of magic squares from China, Holland, Rome, and Ethiopia. (MKR)

Descriptors: Arithmetic, Elementary Secondary Education, Foreign Countries, Mathematics Education

Peer reviewed

Swetz, Frank – School Science and Mathematics, 1973

Descriptors: Comparative Education, Experiential Learning, Geometric Concepts, Instruction

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