Linear quantity models in US and Chinese elementary mathematics classrooms

Linear quantity models such as pre-tapes, tape diagrams, and number line diagrams have drawn increasing attention in mathematics education around the world. However, we still know relatively little about how teachers actually use these models in the classroom. This study explores how exemplary US an...

Full description

Saved in:
Bibliographic Details
Published inMathematical thinking and learning Vol. 21; no. 2; pp. 105 - 130
Main Authors Ding, Meixia, Chen, Wei, Hassler, Ryan Scott
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.04.2019
Taylor & Francis Ltd
Subjects
Classrooms
Computation
elementary mathematics
Elementary School Mathematics
Elementary School Teachers
Foreign Countries
Learner Engagement
Linear quantity model
Mathematical analysis
Mathematical Models
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Number Concepts
number line diagram
Problem Solving
Students
tape diagram
Teachers
US and Chinese classrooms
United States
China
United States > US
Online AccessGet full text

Cover

More Information
Summary:Linear quantity models such as pre-tapes, tape diagrams, and number line diagrams have drawn increasing attention in mathematics education around the world. However, we still know relatively little about how teachers actually use these models in the classroom. This study explores how exemplary US and Chinese elementary teachers use linear quantity models during mathematics instruction. Based on an examination of 64 videotaped lessons on inverse relations, we identified 110 "diagram episodes." An analysis of these episodes reveals that linear quantity models, especially tape diagrams, were used more frequently in US classrooms than in Chinese classrooms. However, Chinese lessons used these models for the sole purpose of modeling the underlying quantitative relationships, whereas US lessons mainly used them to aid in computation. In addition, while US teachers rarely involved students in discussion of linear quantity models, Chinese teachers spent significant time engaging students in co-constructing, comparing, and explaining these models.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1098-6065
1532-7833
DOI:10.1080/10986065.2019.1570834