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  • Year 8 and 9 Vietnamese students' mathematics commitment: Academic learning time and motivations

    Author(s)
    Norton, Stephen
    Duy, May The
    Thao, Do Thi Phuong
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2016
    Metadata
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    Abstract
    VIETNAM IS AN EMERGING NATION that has achieved, relatively recently, the political stability to conduct systematic nationwide reform in education. In 2012, 15-year-old Vietnamese students first partjcipated in the Programme for International Student Assessmeilt (PISA). They performed a little better in a test of mathematical literacy than their peers in much richer Western nations. In this paper we document Vietnamese Year 8 and 9 students reporting on their commitment to studying mathe­matics, how long and how hard they study mathematics, what factors they reported motivate or hh1der their learning and how they feel about ...
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    VIETNAM IS AN EMERGING NATION that has achieved, relatively recently, the political stability to conduct systematic nationwide reform in education. In 2012, 15-year-old Vietnamese students first partjcipated in the Programme for International Student Assessmeilt (PISA). They performed a little better in a test of mathematical literacy than their peers in much richer Western nations. In this paper we document Vietnamese Year 8 and 9 students reporting on their commitment to studying mathe­matics, how long and how hard they study mathematics, what factors they reported motivate or hh1der their learning and how they feel about classroom discourse. Data were collected using a survey instrument and classroom observations. The time commitment to mathematics study reported by most Vietnamese students was much higher than for their Western peers, particularly in regard to out-of-school study. Vietnamese students reported that they were motivated by cultural expecta­tions and by competitive pressures to succeed in order to gain access to higher-ranked educational institutions. In the main, the students expressed satisfaction with the teacher-centred regulatory discourse and the esoteric focus on the discipline of mathematics.
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    Journal Title
    Curriculum Perspectives
    Volume
    36
    Issue
    1
    Publisher URI
    http://www.acsa.edu.au/pages/page33.asp
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Sociology
    Publication URI
    http://hdl.handle.net/10072/99510
    Collection
    • Journal articles

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