A cross‐national comparison of programmes for the preparation of secondary school mathematics teachers at selected institutions in the People's Republic of China and the United States

Abstract

A comparative study of preservice secondary mathematics teacher education in the People's Republic of China and the United States was conducted by examining the curricula and teaching practices of institutions of higher learning of both countries. Data were collected by means of a questionnaire that included items about mathematical content, pedagogy, and the practices in curricula of the teacher training institutions. The findings indicated that Chinese prospective mathematics teachers spend substantially more hours in mathematics classes and study more advanced mathematical topics than do their American counterparts. However, a measure of similarity was found in the way classes were conducted. The majority of time in mathematics classes in both countries was spent in lecturing followed by discussion of homework and board work. Similarly, the majority of time in pedagogy classes in both countries was spent lecturing followed by students working on in‐class activities.