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首页> 外文期刊>Cognition and Instruction >Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States
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Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States

机译：儿童对数学平等的理解差异的根源：中美教师指南和学生教材的比较分析

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摘要

This study reports findings from comparative samples of sixth-grade Chinese and U.S. students' interpretations of the equal sign. Ninety-eight percent of the Chinese sample correctly answered 4 items indicating conceptions of equality and provided conceptually accurate explanations. In contrast, only 28% of the U.S. sample performed at this level. We examine how teacher preparation materials, students' textbooks and teachers' guidebooks treat equality in each country. U.S. teacher preparation textbooks rarely interpreted the equal sign as equivalence. On the contrary, Chinese textbooks typically introduced the equal sign in a context of relationships and interpreted the sign as “balance,” “sameness,” or “equivalence” and only then embedded the sign with operations on numbers.
机译：这项研究报告了六年级中国和美国学生对等号的解释的比较样本中的发现。 98％的中国样本正确回答了4个表示平等概念的项目，并提供了概念上准确的解释。相比之下，只有28％的美国样本在此水平上执行。我们研究了老师准备材料，学生教科书和老师指南如何对待每个国家的平等。美国教师备考教材很少将等号解释为等价。相反，中国教科书通常在关系的上下文中引入等号，并将其解释为“平衡”，“相同”或“对等”，然后才将其嵌入数字运算符中。

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