Understanding Elementary Mathematics Classroom Teaching: An Analysis of Mathematics Lessons Between China and Canada

• In Event: 41.021 - Approaches to Cross-Cultural Reciprocal Learning Between Mathematics Educators: Collaborations Between Districts, Schools, and Teachers

Abstract

Elementary mathematic education is valuable to fulfill the student’s current educational requirements, needs and future academics goals and to teach students how to use mathematics to think and solve practical problems. Our hope is to place greater emphasis on allowing students the opportunity to learn the value of putting time and effort into activity engagement, critical thinking, and problem solving, which contrasts the current emphasis and model of fulfilling academic requirements and teaching technical mathematic skills seen especially in China. Through our reciprocal learning project, our goal is to help mathematics educators in both Canada and China achieve an ideal elementary mathematics classroom that balances these key components.
This paper explores the value orientation, structure and method and actual effect of mathematics classroom teaching through the analysis of mathematics lessons and mathematics teachers’ reflection and interview. There is also analysis on China-Canada teachers’ concepts, design, value pursuit and students’ performance and gains in mathematics classroom teaching. Finally, analysis on the underlying problems in design and organization of the two countries’ elementary school mathematics teaching is conducted.
This paper tries to understand the problems in mathematics classroom teaching through multiple teachers’ concept of mathematics, students, and learning. It also explores teachers’ perspective behind their teaching behavior and teachingn China-Canada teachers’ concepts, design, value pursuit and students’ performance and gains in mathematics classroom teaching. Finally, analysis on the underlying problems in design and organization of the two countries’ elementary school mathematics programs. These six pairs of teachers have built reciprocal learning partnership for 1-2 years.
A holistic five-dimensional framework was established, which includes instructional objectives, lesson structure, instructional content, ways of teaching and learning, and usage of teaching materials. The data source mainly derives from classroom observations, questionnaires, and interviews. We analyzed 12 mathematics lessons, which include video lessons and normal lessons, and involved 11 teachers and 100 students to participate in the questionnaire. The teachers were also interviewed to explore their reflection towards their own lesson and the lesson of their teacher partner.
The 11 teachers were also interviewed to explore their reflection towards their own and partner lessons including knowledge, skills, thoughts, and experiences. They attach great importance on the structure of mathematical knowledge and teach towards developing students’ basic mathematics knowledge framework. Chinese teachers' teaching is based on the national curriculum standards, their collective lesson planning, and unified teaching materials, teaching process and teaching evaluation. On the contrary, since Canadian teachers need to teach all subjects, they attach great importance to the practicability of knowledge. Their specific class and grade’s teaching plan is mainly based on the curriculum standards of the province and the teaching plan of the area.. Teachers have more freedom in class to explore deep understanding of authentic examples, and the substantial connection and application between knowledge and life.
Research Significance
This paper explores the actual process of elementary mathematics classroom teaching in China and Canada, and explore what the students should learn and how to learn in classrooms from teachers’ perceptions.

Authors

• Yunpeng Ma, Northeast Normal University

• Shu XIE, Northeast Normal University

• Yingying Bai, Northwest Normal University