Analyzing Ecological Factors Leading to Similarities and Differences in Mathematics Learning in Public and International High Schools in China

Abstract

There are frequent discussions about Chinas public and international high school educational systems nowadays. This paper will discuss ecological factors that lead to the similarities and differences between the subject of mathematics in the two educational systems. In this work, the theory of behavioristic, cognitive, and constructive learning approaches will be mentioned to analyze the existence of the two educational systems. Then, this paper will analyze how teachers teaching habits, textbook designs, and family involvement ecologically affect students mathematics learning. The paper compares and contrasts public and international educational systems through the lens of analyzing mathematical learning in Chinese high schools, providing a reference for researchers interested in Chinese education.