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dc.contributor.authorNorton, Stephen
dc.contributor.authorZhang, Qinqiong
dc.date.accessioned2017-05-03T13:56:11Z
dc.date.available2017-05-03T13:56:11Z
dc.date.issued2013
dc.date.modified2014-07-07T22:16:03Z
dc.identifier.issn1473-0111
dc.identifier.urihttp://hdl.handle.net/10072/58928
dc.description.abstractOver the past decade it has been frequently reported that East Asian students are outperforming their Western counterparts in international tests of mathematics at middle-school level. This paper probes classroom discourse in an attempt to shed some light on this phenomenon. Data were collected from a sample of Chinese Year 8 students in a normal school in the city of Wenzhou China in 2012. The data focused on the students' academic engagement in the study of mathematics, both at school and outside school. Data were collected via surveys, student sketches, open-ended written comments, classroom observations and commentary by teachers. The data were interpreted through a theoretical lens described by Basil Bernstein and extended in empirical work in Australia by Parlo Singh. It was found that pedagogic discourse in these Chinese classrooms was strongly shaped by consensual and differentiating rituals that buttressed a broader cultural respect for valuing esoteric forms of mathematics. In the main, the students in this study were highly engaged and satisfied studying abstract mathematics in teacher-centred classrooms. The findings have implications in regard to the assumptions underpinning much of current Western curricular thinking about engaging middle-school students in the study of mathematics.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1203922 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Exeter
dc.publisher.placeUnited Kingdom
dc.publisher.urihttp://www.cimt.plymouth.ac.uk/journal/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto24
dc.relation.ispartofjournalInternational Journal for Mathematics Teaching and Learning
dc.relation.ispartofvolumeDecember
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode1302
dc.titleChinese Students’ Engagement with Mathematics Learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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