mathematicseducationandculture.docVIP

Mathematics Education and Culture: the “CHC” Learner phenomenon Ngai-Ying Wong Department of Curriculum and Instruction The Chinese University of Hong Kong Hong Kong In the past decades, the “CHC” (Confucian Heritage Culture) learner phenomenon had aroused the interest of sociologists, educationalists and psychologists (Bond, 1986, 1996; Biggs, 1994, Brand, 1987; Lau, 1996; Watkins Biggs, 1996; Wong, 1996b, 1998a). The apparent academic success of Asian students in international comparisons is especially marked in mathematics (Robitaille Garden, 1989; Lapointe, Mead, Askew, 1992; Beaton et al., 1996). Much effort had been made in various areas, trying to explain such a phenomenon. Research studies were conducted with the help of conventional testing instruments, open-ended questions and classroom observations (Cai, 1995; Ho, 1986, Morris, 1985, 1988; Stevenson Lee, 1990; Stevenson Stigler, 1992; Stigler Hiebert, 1999; Winter, 1990). Examination orientation, achievement orientation, use of repetitive learning, synthesis of memorisation and understanding, and the use of recitation to bring about sharp focus for better understanding were some of the themes of these research (Biggs, 1994; Dahlin Watkins, 2000; Hau Salili, 1991; Leung, 1998, 1999; Marton, Watkins, Tang, 1997; Watkins Biggs, 1996; Zhang, 1993; Zhang Lee, 1991). At the same time, some tried to attribute the phenomenon to the Confucian culture. It is often stated that salient characteristics of learning in the CHC include social-achievement orientation, diligence, attributing success to effort, a competitive spirit and a strong belief in the maxim “practice makes perfect” (Bond, 1986, 1996; Ho, 1986; Watkins Biggs, 1996). These characteristics may be the results of the de-emphasis of non-mundane pursuits in the culture. Thus, it has become the Chinese philosophy of life to concentrate one’s efforts on the immediate goals of this life and on how much one’s achievements can pass on