Title

What do the Chinese value in (mathematics) education?

Document Type

Journal article

Source Publication

ZDM - International Journal on Mathematics Education

Publication Date

5-1-2012

Volume

44

Issue

1

First Page

9

Last Page

19

Publisher

Springer

Keywords

Buddhism, Confucianism, Culture, Daoism, Mathematics education, Value

Abstract

The achievement in mathematics among the Chinese has aroused the interest of educationalists, sociologists and psychologists worldwide. The coining of the term Confucian Heritage Culture learner’s phenomenon mistakenly led researchers to look for direct attributions from Confucianism, without realizing that Confucianism is just one Chinese school of thought, and it is over-simplistic to draw causal relationships between schools of thought and social phenomena. This paper begins by introducing three major Chinese schools of thought—Confucianism, Daoism and Buddhism—and their views on education. The discussion will then focus on how these schools of thought might impact education in general and mathematics education in particular.

DOI

10.1007/s11858-012-0383-4

Print ISSN

18639690

E-ISSN

18639704

Publisher Statement

Copyright © FIZ Karlsruhe 2012. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Language

English

Recommended Citation

Wong, N.-Y., Wong, W. Y., & Wong, E. W. Y. (2012). What do the Chinese value in (mathematics) education? ZDM, 44(1), 9-19. doi: 10.1007/s11858-012-0383-4

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