Worked Examples in Elementary Mathematics Classrooms: A Cross-Cultural Analysis

• In Event: Supporting Early Learning in Mathematics

Abstract

This study explores, from a cross-cultural perspective, differences in teaching worked examples in the sampled US and Chinese elementary mathematics lessons. A total of 124 videotaped lessons (n China = 59, n US = 65) were analyzed. Findings show that Chinese lessons usually contained one worked example which was thoroughly unpacked; yet, US lessons contained more worked examples (on average of 2-3) with each run through rapidly. In addition, Chinese lessons appeared to focus on learning from worked examples while the US lesson focused on learning about examples themselves. Finally, Chinese teachers constantly asked deep questions to engaged students in the process of understanding, representing, and solving the worked example, which was not the case in the US lessons.

Author

• Meixia Ding, Temple University