Abstract
The present study took a reciprocal learning approach to examine Canadian and Chinese elementary school students’ (N=40) mathematics problem posing and problem solving. Data included student performance, Skype meeting videos, meeting notes, and interviews transcripts through direct and indirect interactions between a pair of Canadian and Chinese sister schools. Qualitative and quantitative analyses show that the Chinese students and the Canadian students differed in the type of problems they posed to their counterparts, the performance of solving the problems posed by the counterparts, the strategies used to solve the problems, and the behavioral approach adopted to solve the problems. Possible sources of the differences and practical implications for mathematical teaching are discussed. The study proffered suggestions on what the Canadian and the Chinese can learn educationally from each other.
Highlights
In response to a growing and enthusiastic sense of education in a globalized environment, comparative studies witnessed a shift from cross-cultural comparison and competition to collaborative reciprocity (Cai, Mok, Reddy, & Stacey, 2016)
To address Research Question 1, we looked at characteristics of the mathematical game problems that the Canadian and Chinese Students posed to their counterparts
The present study examined the reciprocal process of problem posing and problem solving between two groups of 3rd grade elementary school students from Canada and China
Summary
In response to a growing and enthusiastic sense of education in a globalized environment, comparative studies witnessed a shift from cross-cultural comparison and competition to collaborative reciprocity (Cai, Mok, Reddy, & Stacey, 2016). This new trend aimed at generating an awareness of the worldwide contexts in the pursuit of concrete educational experience that took place in school classrooms. Reciprocal learning underlines the value of equality among participants in different cultures This approach recognizes that education and research often took place in charged competitive context of public, political, and international discussions, but highlights the importance of working together on the collaboratively defined practical school tasks (Connelly & Xu, 2019). We took the reciprocal learning approach to examine mathematics problem posing and problem solving of the Canadian and Chinese elementary school students, as part of a large partnership project between Canada and China
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