A Comparison of Chinese and U.S. Mathematics Teachers' Word Problem Instruction and Their Impact on Student Learning

• In Event: 21.045 - Stem Through an International Lens

Abstract

Teachers are central to the development of students’ competence in solving real life
problems and presumably shape students’ learning of word problem solving. This study explores
how Chinese and US mathematics teachers demonstrate content and pedagogical knowledge of
word problem solving in teaching and the impact of their lessons on student learning. It revealed
that Chinese teachers demonstrated systematic content knowledge and paradigmatic mode in
teaching while most US teachers displayed limited content knowledge and used narrative modes
in their lesson. Additionally, US teachers were more likely to use different presentations in
teaching while Chinese teachers were less likely to do so. These differences impacted their
students’ learning how to solve problems differently.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University