Americans do. Math education has long been highly valued in China. Most of the students are convinced of “the significance and importance of academic study in technical fields and the hard science” (Yang, 2012).
In conclusion, teaching methods, learning environment, education policy, attitudes towards math and other factors influence Chinese students and American students’ performance in math. There are certainly some aspects that America should learn from China in math teaching. Firstly, math teachers in America should take responsibilities to enhance their own qualification in math teaching. Secondly, a proper math standard should be discussed and decided on curriculum reform to make sure schools in the United States have the same goal to reach. Thirdly, American students should realize “mathematical capability is a key determinant of productivity in the society”. America's lagging mathematics performance reflects a basic failure to understand the benefits of the math curriculum meets instructional needs. (Jacob, 2013). However, there are still drawbacks in Chinese math curriculum even though Chinese students lead in math test scores in the world. Chinese teachers should learn from American teachers to leave space and time for students to build their critical thinking ability and innovative ability.
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Professor Fuson in Northwestern University and an expert on math Lee claim, “Chinese has just nine number names, while English has more than two dozen unique number words”. The trouble starts at "11." Chinese have words that can be translated as "ten-one"—spoken with the "ten" first, which makes it easier to understand the value of the position of each digit in a number. Studies have shown that the relatively more complex way of expressing numbers in English weakens American students’ arithmetic skills (Shellenbarger,