Exploration of Elementary and Secondary Math Education in China
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Abstract
This study investigated the factors that have been driving excellent performance of Chinese students in elementary and secondary math education. Factors extracted from the literature review included a systematic math curriculum implemented in early grade levels, a well-trained teacher workforce, determined parental support, and linguistic advantages. These factors represented the point of views of educators and professional researchers, but the students' perceptions of their learning experience were rarely included. The purpose of this study was to explore students' opinions regarding their elementary and secondary math learning experience in China. Using a mixed method research design, an electronic survey was conducted, to confirm the factors discovered in the literature review and to uncover any other relevant factors perceived by adults who had completed their elementary and/or secondary math education in China. Convenience sampling and snowball sampling strategies were applied in the survey to collect qualitative data, including two open-ended questions that allowed participants to express additional thoughts. Highlighted findings from the survey were: a significant preference for the importance of a well-designed math curriculum and students' self-determination in math learning. In addition, the survey data presented the participants' expectations for possible improvements in the current Chinese math education curriculum.
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Capstone Project
Citation
Publisher
Hawaii Pacific University