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Focusing on the intersection of indigenous culture and educational theories, this study investigates how middle school math teachers in China and the U.S. interpret constructivism through their cultural lenses. By analyzing the influence of Confucianism and Taoism in China against Behaviorism and Individualism in the U.S., the research reveals significant cultural impacts on teaching and learning perceptions. Utilizing both theoretical and empirical methods, the findings underscore the vital role of national educational standards in shaping teachers' approaches to mathematics reform.
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The Culture of School Mathematics in China and the United States, Lingqi Meng
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- Pubblicato
- 2014
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