Literaturnachweis - Detailanzeige
Autor/inn/en | Chai, Jun; Friedler, Louis M.; Wolff, Edward F.; Li, Jun; Rhea, Karen |
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Titel | A Cross-National Study of Calculus |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 4, S.481-494 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2014.990531 |
Schlagwörter | Calculus; Cross Cultural Studies; Pretests Posttests; Mathematics Instruction; Foreign Countries; Scores; Mathematics Achievement; Achievement Gap; Achievement Gains; Mathematical Concepts; State Universities; College Students; Secondary Education; Course Descriptions; Economics Education; Prior Learning; Asians; North Americans; China; Michigan Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Cultural comparison; Kulturvergleich; Mathematics lessons; Mathematikunterricht; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Staatliche Universität; Collegestudent; Sekundarbereich; Kursstrukturplan; Wirtschaftskunde; Vorkenntnisse; Asian; Asiat; Asiatin; Asiaten; Asiate |
Abstract | The results from a cross-national study comparing calculus performance of students at East China Normal University (ECNU) in Shanghai and students at the University of Michigan before and after their first university calculus course are presented. Overall, ECNU significantly outperformed Michigan on both the pre- and post-tests, but the Michigan students showed a larger gain and normalized gain, and hence narrowed the gap. ECNU's superior performance was especially striking on the subset of problems requiring only a pre-calculus background. On those, Michigan's post-test scores were below ECNU's pre-test scores and, indeed, ECNU's higher performance on both the overall pre-test and overall post-test is attributable to its success on these problems. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |