Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families
Forty second-generation Euro-American, and 40 Chinese-American children were drawn from well-educated two-parent families in the suburban Chicago area and 40 Chinese children were drawn from a similar population in Taipei, Taiwan (10 preschool girls, 10 preschool boys, 10 kindergarten girls, and 10...
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| Veröffentlicht in: | International journal of behavioral development 1997-06, Vol.21 (2), p.371-388 |
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| container_end_page | 388 |
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| container_title | International journal of behavioral development |
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| creator | Huntsinger, Carol S. Jose, Paul E. Liaw, Fong-Ruey Ching, Wei-Di |
| description | Forty second-generation Euro-American, and 40 Chinese-American children were drawn
from well-educated two-parent families in the suburban Chicago area and 40 Chinese
children were drawn from a similar population in Taipei, Taiwan (10 preschool girls,
10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group).
Chinese-American and Taiwan-Chinese children outperformed Euro-American children on
measures of mathematics, spatial relations, and numeral formation. Chinese-American
parents gave more formal, direct mathematics instruction, structured their
child’s time to a greater degree, and reported more encouragement for
mathematics-related activities than did Euro-American parents. A path analysis using
Eccles’ (1993) model of academic motivation showed that ethnicity,
parents’ child-specific beliefs, and parents’ work-oriented
practices directly predicted mathematics-related outcomes. |
| doi_str_mv | 10.1080/016502597384929 |
| format | Article |
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from well-educated two-parent families in the suburban Chicago area and 40 Chinese
children were drawn from a similar population in Taipei, Taiwan (10 preschool girls,
10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group).
Chinese-American and Taiwan-Chinese children outperformed Euro-American children on
measures of mathematics, spatial relations, and numeral formation. Chinese-American
parents gave more formal, direct mathematics instruction, structured their
child’s time to a greater degree, and reported more encouragement for
mathematics-related activities than did Euro-American parents. A path analysis using
Eccles’ (1993) model of academic motivation showed that ethnicity,
parents’ child-specific beliefs, and parents’ work-oriented
practices directly predicted mathematics-related outcomes.</description><identifier>ISSN: 0165-0254</identifier><identifier>EISSN: 1464-0651</identifier><identifier>DOI: 10.1080/016502597384929</identifier><identifier>CODEN: IJBDDY</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Achievement ; Anglo Americans ; Asian Americans ; Asian Cultural Groups ; Biological and medical sciences ; Chicago, Illinois ; Child ; Child development ; Comparison ; Crosscultural Analysis ; Cultural differences ; Culture ; Developmental psychology ; Elementary School Students ; Fundamental and applied biological sciences. Psychology ; Kindergartens ; Learning ; Mathematics ; Preschool Children ; Preschools ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Students ; Taipei, Taiwan ; Taiwan ; USA</subject><ispartof>International journal of behavioral development, 1997-06, Vol.21 (2), p.371-388</ispartof><rights>1997 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c398t-7e235df1948474f852c59106b3642795bad4eb5594fd29cde070653f8515d22d3</citedby><cites>FETCH-LOGICAL-c398t-7e235df1948474f852c59106b3642795bad4eb5594fd29cde070653f8515d22d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1080/016502597384929$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1080/016502597384929$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,31000,33775,43621,43622</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2755630$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Huntsinger, Carol S.</creatorcontrib><creatorcontrib>Jose, Paul E.</creatorcontrib><creatorcontrib>Liaw, Fong-Ruey</creatorcontrib><creatorcontrib>Ching, Wei-Di</creatorcontrib><title>Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families</title><title>International journal of behavioral development</title><description>Forty second-generation Euro-American, and 40 Chinese-American children were drawn
from well-educated two-parent families in the suburban Chicago area and 40 Chinese
children were drawn from a similar population in Taipei, Taiwan (10 preschool girls,
10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group).
Chinese-American and Taiwan-Chinese children outperformed Euro-American children on
measures of mathematics, spatial relations, and numeral formation. Chinese-American
parents gave more formal, direct mathematics instruction, structured their
child’s time to a greater degree, and reported more encouragement for
mathematics-related activities than did Euro-American parents. A path analysis using
Eccles’ (1993) model of academic motivation showed that ethnicity,
parents’ child-specific beliefs, and parents’ work-oriented
practices directly predicted mathematics-related outcomes.</description><subject>Achievement</subject><subject>Anglo Americans</subject><subject>Asian Americans</subject><subject>Asian Cultural Groups</subject><subject>Biological and medical sciences</subject><subject>Chicago, Illinois</subject><subject>Child</subject><subject>Child development</subject><subject>Comparison</subject><subject>Crosscultural Analysis</subject><subject>Cultural differences</subject><subject>Culture</subject><subject>Developmental psychology</subject><subject>Elementary School Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Kindergartens</subject><subject>Learning</subject><subject>Mathematics</subject><subject>Preschool Children</subject><subject>Preschools</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychology</topic><topic>Kindergartens</topic><topic>Learning</topic><topic>Mathematics</topic><topic>Preschool Children</topic><topic>Preschools</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Students</topic><topic>Taipei, Taiwan</topic><topic>Taiwan</topic><topic>USA</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Huntsinger, Carol S.</creatorcontrib><creatorcontrib>Jose, Paul E.</creatorcontrib><creatorcontrib>Liaw, Fong-Ruey</creatorcontrib><creatorcontrib>Ching, Wei-Di</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Neurosciences Abstracts</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>International journal of behavioral development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Huntsinger, Carol S.</au><au>Jose, Paul E.</au><au>Liaw, Fong-Ruey</au><au>Ching, Wei-Di</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families</atitle><jtitle>International journal of behavioral development</jtitle><date>1997-06-01</date><risdate>1997</risdate><volume>21</volume><issue>2</issue><spage>371</spage><epage>388</epage><pages>371-388</pages><issn>0165-0254</issn><eissn>1464-0651</eissn><coden>IJBDDY</coden><abstract>Forty second-generation Euro-American, and 40 Chinese-American children were drawn
from well-educated two-parent families in the suburban Chicago area and 40 Chinese
children were drawn from a similar population in Taipei, Taiwan (10 preschool girls,
10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group).
Chinese-American and Taiwan-Chinese children outperformed Euro-American children on
measures of mathematics, spatial relations, and numeral formation. Chinese-American
parents gave more formal, direct mathematics instruction, structured their
child’s time to a greater degree, and reported more encouragement for
mathematics-related activities than did Euro-American parents. A path analysis using
Eccles’ (1993) model of academic motivation showed that ethnicity,
parents’ child-specific beliefs, and parents’ work-oriented
practices directly predicted mathematics-related outcomes.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1080/016502597384929</doi><tpages>18</tpages></addata></record> |
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| identifier | ISSN: 0165-0254 |
| ispartof | International journal of behavioral development, 1997-06, Vol.21 (2), p.371-388 |
| issn | 0165-0254 1464-0651 |
| language | eng |
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| source | Access via SAGE; Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Achievement Anglo Americans Asian Americans Asian Cultural Groups Biological and medical sciences Chicago, Illinois Child Child development Comparison Crosscultural Analysis Cultural differences Culture Developmental psychology Elementary School Students Fundamental and applied biological sciences. Psychology Kindergartens Learning Mathematics Preschool Children Preschools Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Students Taipei, Taiwan Taiwan USA |
| title | Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families |
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