Mathematical Thinking Involved in U.S. and Chinese Students' Solving of Process-Constrained and Process-Open Problems

By Jinfa Cai. 2000

178 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/21be85ca95e09ab48ff86315f2c5443448530d14

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Tao Wang
2. Bharath Sriraman
3. Xianwei Yuan
4. Qiong Li
5. Xiaoqing Li
6. Zhonghua Zhang
7. Yujing Ni
8. Jinfa Cai

In Statistics and Probability

1. Tao Wang
2. Bharath Sriraman
3. Xianwei Yuan
4. Qiong Li
5. Xiaoqing Li
6. Zhonghua Zhang
7. Yujing Ni
8. Jinfa Cai

Citations in the corpus

• Effective mathematics teaching from teachers' perspectives : national and cross-national studies (2009, result): “This study not only helps us understand the relationship between teachers’ conceptions and instructional practices from an international perspective, but it also helps us interpret the differences in the teaching and learning of mathematics found in previous cross-national studies (e.g., Cai, 2000).”
• Problem solving in Chinese mathematics education: research and practice (2007, unknown): “However, Chinese students are not necessarily higher performers on complex, open-ended tasks measuring creativity, problem posing, and non-routine problem solving (Cai, 2000; Cai & Hwang, 2002; Chen et al., 2002).”
• An Exploratory Study of Relationships between Students’ Creativity and Mathematical Problem-Posing Abilities (2011, methodology): “For example, in Cai and Hwang’s (2002) study, the Chinese sixth graders outperformed the U.”
• U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics (2005, methodology): “All of these problems except one are directly adopted from the studies of U.S. and Chinese students’ thinking (e.g., Cai, 2000a; Cai & Hwang, 2002).”
• Influence of Curriculum Reform: An Analysis of Student Mathematics Achievement in Mainland China. (2011, methodology): “(Detailed descriptions of the open-ended problems can be found in Cai (1995, 2000).)”
• Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States (2011, unknown): “These tasks, as well as the open-ended tasks used for later assessments, were adopted from various projects, including Balanced Assessment 3 , the QUASAR Project (Lane et al., 1995), and a cross-national study (Cai, 2000).”
• Investigating parental roles in students’ learning of mathematics from a cross-national perspective (2003, background): “Chinese students preferred to use algorithms and symbolic representations, whereas the US students preferred to use concrete visual representations to solve these problems ( Cai, 2000 ).”
• U.S. and Chinese Teachers' Conceptions and Constructions of Representations: A Case of Teaching Ratio Concept (2006, background): “students to choose concrete strategies and drawing representations in their solving mathematical problems ( Cai, 2000; Cai & Hwang, 2002).”