Understanding Cultural Differences in Mathematical Cognitive Strategies and Learning Cultures in Korea and the United States

• In Event: Negotiating Culture Across Content, Time, or Geography

Abstract

The purpose of this study is to compare the relationships between mathematical cognitive strategies, preferences for learning cultures and mathematical achievement in South Korea and the United States. In addition, we try to estimate how multiple levels of context relates to mathematical performance as well. We use hierarchical linear modeling on the PISA data from 2003. The results indicate that elaboration strategies, a particular kind of cognitive strategy, and preferences for learning cultures, specifically cooperation, are significant factors that are differentially associated with mathematical performance across countries. Results also indicate that preferences for learning cultures are becoming less dichotomous and more fused with students of this generation, on average, especially in South Korea.

Author

• Christine K. Yang, Northwestern University