By Jinfa Cai

ISBN-10: 0873534247

ISBN-13: 9780873534246

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Additional info 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)

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Grade level - . - American textbook series +Chinese textbook series Figure 2. Percentages of new content in Chinese textbooks and Addison-Wesley Mathematics Stevenson and Bartsch (1992) surveyed the content of American and Japanese elementary and secondary school textbooks and found that many concepts and topics were introduced in earlier grades in the Japanese textbooks than in the American textbooks. As in the findings of Flanders (1987) at grade levels K-8, a great deal of repetition of concepts was found in American secondary school 22 Theoretical Basis of the Study textbooks.

The survey of the teachers for the third-level students in junior high schools (ninth graders) showed that only 37% of Chinese mathematics teachers had college-level education (Tian & others, 1989). S. S. S. public-school teachers. S. private schools are generally not vocational in nature but place an emphasis on academics, which is very similar to programs in Chinese regular schools. In the United States, private-school students take more hours in mathematics and spend more time on their homework than students in public schools (Cookson, 1989).

The use of a test in a language group other than the one for which it was originally designed has often led to a concern about translation equivalence. A careful analysis of the effect and quality of translation is needed, both for test items and for administrative directions. , 1992; Brislin, 1986). , 1992). In many cases, however, it is almost impossible to translate a word from one language to a completely equivalent word in another language. Brislin (1986) suggested a second way to attain translation equivalence: Before the test items were formally used, they should be piloted to check whether students in both languages interpret the test items and directions in the same way.

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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) by Jinfa Cai


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