Cross- and Within-Cultural Variations in Children's Understanding of Distance, Time, and Speed Interrelationships: A Follow-Up Study
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| Title: | Cross- and Within-Cultural Variations in Children's Understanding of Distance, Time, and Speed Interrelationships: A Follow-Up Study |
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| Language: | English |
| Authors: | Zhou, Zheng, Peverly, Stephen T., Lin, Chongde |
| Source: | Journal of Genetic Psychology. Mar 2004 165(1):5-27. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 1 Grade 3 Grade 5 |
| Descriptors: | Disadvantaged Youth, Mathematics Achievement, Cultural Differences, Foreign Countries, Followup Studies, Asian Culture, Cultural Influences, Socioeconomic Status, Socioeconomic Influences, Educational Quality, Elementary School Students, Mathematical Concepts, Cognitive Ability, Achievement Gap, Rural Areas, Comparative Analysis, Cross Cultural Studies, Urban Schools |
| Geographic Terms: | China, United States |
| DOI: | 10.3200/GNTP.165.1.5-27 |
| ISSN: | 0022-1325 |
| Abstract: | A problem with interpretations of differences in mathematic achievement between students from Asian countries and those from the United States is the seemingly implicit assumption of the cultural homogeneity of Asian societies. Researchers rarely measure the effects of variables within cultures that are hypothesized to be related to differences across cultures. In the present study, the authors examined the effects of socioeconomic status (SES) and quality of instruction on Chinese students' (1st, 3rd, and 5th grades) understanding of distance, time, and speed. The results indicated that (a) low SES in China can impede the development of children's mathematical cognition and (b) higher SES does not guarantee better performance. The implication is that the gap in mathematical performance between socioeconomically advantaged and disadvantaged children can be narrowed or even eliminated through instructional practices that focus on the systematic training of children's mathematical thinking. (Contains 2 tables and 4 figures.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2010 |
| Accession Number: | EJ876763 |
| Database: | ERIC |
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| Abstract: | A problem with interpretations of differences in mathematic achievement between students from Asian countries and those from the United States is the seemingly implicit assumption of the cultural homogeneity of Asian societies. Researchers rarely measure the effects of variables within cultures that are hypothesized to be related to differences across cultures. In the present study, the authors examined the effects of socioeconomic status (SES) and quality of instruction on Chinese students' (1st, 3rd, and 5th grades) understanding of distance, time, and speed. The results indicated that (a) low SES in China can impede the development of children's mathematical cognition and (b) higher SES does not guarantee better performance. The implication is that the gap in mathematical performance between socioeconomically advantaged and disadvantaged children can be narrowed or even eliminated through instructional practices that focus on the systematic training of children's mathematical thinking. (Contains 2 tables and 4 figures.) |
|---|---|
| ISSN: | 0022-1325 |
| DOI: | 10.3200/GNTP.165.1.5-27 |
