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)
Year published
2016
Metadata
Show full item recordAbstract
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 ...
View more >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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View more >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
Subject
Mathematics and Numeracy Curriculum and Pedagogy
Curriculum and Pedagogy
Sociology