In Search of an East Asian Identity in Mathematics Education

By Frederick K. S. Leung. 2001

426 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/428ab4a648598b35533097478704c06712c1aa4e

How researchers see this paper

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

In Education

Citations in the corpus

What can and should we learn from international studies of mathematics achievement? (2014, background): “…extrinsic motivation for students to achieve, the competitiveness of examination and the high expectation to achieve may create “undue pressure upon students, and resulting in all sorts of harmful effects such as loss of interest in mathematics and behavioural problems” (Leung 2001, p. 43).”
Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: a case study (2009, background): “Many studies have been devoted to examine how Chinese students learn mathematics (e.g., Fan, Wong, Cai, & Li, 2004), how teachers teach Chinese students (e.g., Huang & Leung, 2004; Huang & Wong, 2007; Leung, 2001; Watkins & Biggs, 2001), and how teachers develop their knowledge and expertise (e.g.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, positive): “In contrast, learning is viewed as a serious endeavour in Asian countries (Leung, 2001).”
School Belonging in Different Cultures: The Effects of Individualism and Power Distance (2017, positive): “While in the West, most pedagogical philosophies highlight the importance of intrinsic motivation (Deci and Ryan, 1985), extrinsic motivation is held in high regard in East Asia where examinations are highly competitive and teaching is oriented toward testing to an extent that many Western teachers ”
MOTIVATION AND ACHIEVEMENT: IS THERE AN EAST ASIAN MODEL? (2011, positive): “ Leung (2001) suggested that such a difference could be related to the fact that people from the East and West had different views on the nature of human beings.”
Chinese Number Words, Culture, and Mathematics Learning (2010, background): “East Asian cultures essentially share the Chinese culture, including Confucianism, Chinese characters (Jin, 1999; Leung, 2001), and the Chinese number-naming system.”
Mathematics Education in East Asia and the West: Does Culture Matter? (2006, background): “Understanding is "not a yes or no matter, but a continuous process or a continuum" ( Leung, 2001 ).”
Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020, background): “The most popular mathematics teaching model traditionally in China is direct teaching to the whole class (Leung, 2001).”
Brunei Teachers' Perspectives on Questioning: Investigating the Opportunities to "Talk" in Mathematics Lessons. (2014, background): “There has been increasing attention given to the study of mathematics classrooms in East Asian countries, ever since East Asian students outperformed their Western counterparts in international comparative studies in mathematics achievement (Leung, 2001; Park & Leung, 2006).”
Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development (2014, background): “Two such examples can be found: in Leung (2006) about multi-digit number multiplication, and in Lukhele et al.”
Influence of Curriculum Reform: An Analysis of Student Mathematics Achievement in Mainland China. (2011, background): “That is to say, Chinese instruction has emphasized foundational knowledge of content and skills over creative thinking processes (Leung, 2001).”
Towards a Model for Teacher Professional Development in China: Introducing Keli (2006, background): “It is a paradox of the Chinese learners that the seemingly unfavorable learning environment in China produces students who outperform their counterparts in the West on international test of student achievement (Biggs & Watkins, 2001), and this has been explored by many researchers from various persp”