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