Basic educational mathematics curriculum reform has been widely implemented in Mainland China. It was proposed to address the weaknesses of traditional mathematics curriculum in China. The theoretical foundation of this reform mostly comes from constructivism. To investigate the effects of this new mathematics curriculum reform in the mathematics classrooms, 1416 primary school students and their mathematics teachers were invited to take part in the present study. Both qualitative and quantitative methods were employed to analyze the primary school mathematics classroom environment in Mainland China.; First, a qualitative method was used to analyze the current situation of the primary school mathematics classroom environment. Results showed that since the implementation of the new curriculum there have been significant changes in the mathematics classroom environment: there are more small group discussions; more freedom is given to the students, though lecturing still dominates classroom activities; students have more opportunities to participate in classroom learning, like asking questions and explaining their ideas; and the mathematics presented is connected more to daily life. Students' problem solving abilities, however, weakened instead of improving. Teachers still emphasize drills and practice. According to this analysis, it seems that the mathematics classroom environment is somewhere between traditional and constructivistic.; Next, the Primary School Mathematics Classroom Environment Questionnaire was developed accordingly to better understand the mathematics classroom environment in Mainland China. After several rounds of revision, the final version consisted of 50 items in seven dimensions, namely, enjoyment, teacher involvement, knowledge relevance, teacher-student relationship, student voice, student involvement, and student negotiation. The goodness of fit index of this seven-factor model was quite good, and reliability indices of all dimensions exceeded 0.7.; With the use of the new questionnaire, three types of primary school mathematics classroom environments were identified in Mainland China---the constructivistic, the traditional and the intermediate. The cognitive and affective performances among the students brought up in the constructivistic classroom environment were better than their counterparts. In addition, significant difference was discovered between students' perceived and preferred classroom environments. The person-environment fit offered a better explanation for the variance of students' performances than the actual classroom environment did.; At the same time, the relationships between classroom environments, learning approaches and students' mathematical performances were investigated. It was found that some dimensions of the actual and preferred classroom environments can predict students' learning approaches, attitudes toward and conceptions of mathematics, open problem solving abilities and traditional test scores etc. with statistical significance.
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