A Comparative Study on Chinese and U.S. Preservice Teachers' Instruction on Word Problem Solving

• In Event: 15.028 - Quantitative Research in Qualitative Spaces

Abstract

Teacher education programs are responsible for helping preservice teachers develop
knowledge and skills for teaching word problem solving, which is a difficult task for teachers.
This study examines the content and pedagogical characteristics of teaching word problem
solving that Chinese and US preservice teachers demonstrated in microteaching. It revealed key
differences among Chinese and US preservice teachers. First, Chinese preservice teachers
demonstrated strong content knowledge and used mix modes of teaching while their US peers
displayed limited content knowledge and applied paradigmatic modes. Additionally, US
preservice teachers were more likely to use different representations while Chinese peers were
less likely to do so. Lastly, Chinese preservice teachers tended to follow strict logical sequences
when teaching, while US peers did not.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University