comparative inquiry into UK and Chinese mathematics teachers' beliefs and instructional practices

英国和中国数学教师信念和教学实践的比较调查

• 批准号: 2890868
• 金额: --
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2890868
• 关键词: comparative; inquiry; into; UK; Chinese

Introduction The Programme for International Student Assessment (PISA) is an international assessment carried out across almost 80 countries which surveys the competence of 15-year-old learners in solving problems in reading, science and mathematics within real-world scenarios (Skipp & Dommett, 2021). In the 2018 PISA assessment, UK found itself plummeting to the 18th place in mathematics proficiency, behind 12 other countries which outperformed UK by far and wide (Skipp & Dommett, 2021), particularly learners in China which attained the top ranking in the survey. In a study on UK primary school mathematics teachers' changing beliefs while implementing Singapore mastery math approach, Boyd and Ash (2018, p.215), point out that a key issue in 'maths teaching in schools in Western cultures [is that they tend] to consist of teacher demonstration and telling, followed by individual practice' rather than a more 'active learning approach in mathematics'. In a recent chapter titled 'Supporting mathematics teaching for mastery in England', Blausten, Gyngell, Aichmayr and Spengler (2020, p.33-34) highlight key differences between mathematics education in the UK and in Southeast Asian nations (e.g., Singapore, Shanghai). They note that within the UK, there are multiple routes into mathematics teaching (e.g., school-led, university-led), whereas in countries like Singapore, there is only a single pathway through the National Institute of Education. In contrast to the UK, Singapore and Shanghai teachers are mathematics specialists, even in primary schooling. Another difference pertains to the prevalence of grouping by ability in the UK in contrast to whole class instruction in Southeast Asian contexts. Last but not least, Blausten et al, 2020) note that while teachers in Singapore have more time to plan and reflect due to less contact time with pupils and Shanghai teachers have access to 100 hours of professional development, teachers in the UK are only allowed to have 10 percent of their time for planning, evaluating and reflecting. In terms of teacher beliefs, other research has showed that within the UK "teachers think about, and respond differently towards, pupils according to perceptions of their ability" (Francis et al., 2017, p. 5 in Blausten et al, 2020, p.33). Drawing on Boaler, William and Brown (2000), Blausten et al (2020) add that teachers instructing high-ability sets expect more from their learners than their counterparts who teach low-ability learner groups. The last in particular points to the importance of teacher beliefs vis-à-vis instruction and learner outcomes in mathematics. Existing empirical studies comparing the beliefs of mathematics teachers in the UK and China have focused on what they believe about 'mathematics education; mathematics education: mathematics teaching, the nature of mathematics' (Yu, 2008, p.121) and beliefs about questioning in the mathematics classroom (Zhang, 2019). Based on analysis of a survey administered to 44 UK and 96 Chinese teachers from 10 secondary schools in each context, Yu (2008, p.121) found that while the English teachers reflected a 'pragmatic understanding of theory' in mathematics instruction, the Chinese teachers evidenced 'scientific understanding'. The Chinese teachers also 12 / 19 emphasized 'logical and rigorous reasoning' more than the English counterparts. A comparative interview-based research on mathematics teachers beliefs as well as practices on questioning in the classroom by Zhang (2019, p.11) showed that the English teachers preferred 'inquiry-based questioning that modified questions to accommodate students with diversity of learning abilities' in contrast to the Chinese teachers who 'were less positive about questioning' and instead prioritized 'profound mathematical content knowledge, and displayed a relatively content-based approach to questioning'. The findings of these studies indicates that the teacher beliefs influence mathematics instruction according

简介 国际学生评估计划 (PISA) 是一项在近 80 个国家/地区开展的国际评估，旨在调查 15 岁学习者在现实场景中解决阅读、科学和数学问题的能力（Skipp 和 Dommett，在 2018 年 PISA 评估中，英国的数学能力下降至第 18 位，落后于其他 12 个远远超过英国的国家。 （Skipp 和 Dommett，2021），特别是在调查中排名最高的中国学习者，Boyd 和 Ash（2018 年，第 215 页）在一项关于英国小学数学教师在实施新加坡掌握数学方法时改变信念的研究中。在最近的一篇文章中，指出“西方文化中学校的数学教学往往是由教师演示和讲述，然后是个人练习”组成，而不是更积极的“数学学习方法”。 Blausten、Gyngell、Aichmayr 和 Spengler（2020 年，第 33-34 页）在题为“支持英国掌握数学教学”的章节中强调了英国与东南亚国家（例如新加坡、上海）数学教育之间的主要差异。他们指出，在英国，数学教学有多种途径（例如，学校主导、大学主导），而在新加坡等国家，只有一条途径通过国立数学研究所。教育 与英国不同，新加坡和上海的教师都是数学专家，甚至在小学教育中也是如此。 另一个差异在于，与东南亚的全班教学相比，英国普遍采用按能力分组。 Blausten 等人，2020）指出，虽然新加坡的教师由于与学生接触的时间较少而有更多的时间来计划和反思，并且上海的教师可以获得 100 小时的专业发展时间，但英国的教师只允许有 10% 的时间进行专业发展。他们的时间在教师信念方面，其他研究表明，在英国，“教师根据对学生能力的看法对学生进行不同的思考和反应”（Francis et al., 2017, p. 5）。 Blausten 等人（2020 年，第 33 页）借鉴 Boaler、William 和 Brown（2000 年）的经验，Blausten 等人（2020 年）补充说，指导高能力课程的教师对他们的期望更高。最后一个问题特别指出了教师信念相对于数学教学和学习者成果的重要性。重点关注他们对“数学教育”的看法；数学教育：数学教学，数学的本质（Yu，2008，p.121）以及对数学课堂提问的看法（Zhang，2019）。 Yu（2008，p.121）对来自 10 所中学的 44 名英国教师和 96 名中国教师进行了一项调查，结果发现，虽然英国教师在数学教学中体现了“对理论的务实理解”，但中国教师却表现出了“科学的理解”。中国教师也 12 / 19 比英语教师更强调“逻辑和严谨的推理”。张教授基于访谈的数学教师信念和提问实践的研究。 （2019，第 11 页）表明，英语教师更喜欢“基于探究的提问，修改问题以适应具有多样性学习能力的学生”，而中国教师“对提问不太积极”，而是优先考虑“深刻的数学知识”。这些研究的结果表明，教师的信念会影响数学教学。