Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China

Abstract

This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes.

Keywords::

• teacher effectiveness
• mathematics teaching
• mathematics performance
• international comparison

Acknowledgements

Our enormous thanks go to pupils and teachers who spared invaluable time to take part in the effectiveness of mathematics teaching (EMT) project, school leaders who believed in the value of the project and have a faith that education makes a difference, Professor Lianghuo Fan who offered great support, such as applying funds to cover the travel expenses between Southampton and Nanjing and recommending local links in Nanjing, Dr John Schulz and Ms Eva Nedbalová who warmly helped with the filming equipment, Professors Lianhua Ning and Wenbin Xu at Nanjing Normal University who kindly helped contact local schools, and two master's students at Nanjing Normal University, Ms Yunyun Du and Ms Lijun Wu, who generously helped with data collection in Nanjing schools. Many thanks also go to many other friends and colleagues who have offered helpful views and suggestions on this study. Last but not least, a deep sense of gratitude goes to the University of Southampton for providing the environment and facilities for the study to be designed, conducted and analysed.