What Do Chinese Immigrant Parents Think About U.S. Mathematics Education?

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

This study examined Chinese immigrant parents’ perspectives of U.S. mathematics education. Nine families from different educational, social and economic backgrounds participated in the study. Results showed that parents with different educational backgrounds had varying perspectives of U.S. mathematics education, that is, parents held both positive and negative perspectives. However, less educated parents perceived more positive aspects of U.S. mathematics education, while highly educated parents were more critical. Also discussed is how parents’ pre-immigration educational experience influenced their perception of U.S. mathematics education.

Author

• Senfeng Liang, University of Wisconsin-Stevens Point