Abstract
The psychosocial classroom environment is an influential factor in the enhancement of learning. This has been a subject of interest to many researchers since the 1980s. It is well established that students learn better in an environment congruent to their preferences. In recent years, beliefs, which include beliefs about the discipline, about how one can learn better and about oneself is yet another research focus. We can conceptualise all these into a neat formulation which involves the notion of the lived space. Teachers, basing upon their knowledge and beliefs, together with the curriculum and school settings, shape the space students live in, which consequentially generates students’ outcome space. Such an outcome space comprises students’ cognitive and affective learning outcomes, as well as their beliefs. In the past two decades, the authors have conducted a number of studies concerning teachers’ and students’ preferred and perceived classroom environments, teachers’ beliefs and students’ lived space in relation to the conception of mathematics. This chapter will summarise what has been done so far, as well as discuss possible ideas for future development.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The 3P’s represent presage, process and product.
- 2.
After the first author passed his oral defence, Prof. Watkins took him to coffee to celebrate, where he said, “From now on, you can call me ‘David’”. In his honour, we use ‘David’ in this chapter except for citation of references.
- 3.
It refers to his postgraduate students who continued and extended his research foci.
- 4.
In this chapter, we treat these two terms as interchangeable.
- 5.
Taken from ‘Call of the Cranes, Minor Odes of Kingdom’ in the Book of Ancient Poetry.
- 6.
Open problems are not confined to ‘open-ended problems’. They can be open in the ‘given’, in the ‘process’ or in the ‘solution’. Multiple solution problems are one type of open problems.
- 7.
A Chinese term which means teaching style with variations.
- 8.
SK refers to “the amount and organization of knowledge per se in the mind of the teacher” and PCK “went beyond knowledge of subject matter per se to the dimension of SMK for teaching…[it was] the most useful forms of content representation, the most powerful analogies, illustrations, examples, and demonstrations- in a word, the ways of representing and formulating the subject that makes it comprehensible for others” (Shulman, 1986, p. 9).
- 9.
Such components are incorporated with the General Research Fund project of the Hong Kong Research Grant Council “Knowledge competency among Hong Kong pre-service mathematics teachers: Their readiness, strength, and weakness during the reform of New Senior Secondary school curriculum” in which the first author is a team member and Prof Issic Leung and principal investigator.
References
Aiken, L. (1979). Attitudes toward mathematics and science in Iranian middle schools. School Science and Mathematics, 79(3), 229–234.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Berliner, D. C. (1986, August/September). In pursuit of the expert pedagogue (pp. 5–13). Washington, DC: Educational Researcher.
Biggs, J. B. (1991). Teaching for learning: The view from cognitive psychology. Hawthorn, VIC: Australian Council for Educational Research.
Cai, J., & Wong, N. Y. (2012). Effective mathematics teaching: Conceptualisation, research, and reflections. In W. Blum, R. B. Ferri, & K. Maass (Eds.), Mathematikunterricht im Kontext von Realitea, Kultur und Lehrerprofessionalitna [Mathematics lesson in the context of reality, culture and teacher professionalism] (pp. 294–303). Wiesbaden, Germany: Springer Spektrum.
Chan, G. (1993). Classroom environment and approaches to learning. In J. B. Biggs & D. A. Watkins (Eds.), Learning and teaching in Hong Kong: What is and what might be (pp. 153–163). Hong Kong: The Faculty of Education, The University of Hong Kong.
Curtler, H. M. (1997). Rediscovering values: Coming to terms with postmodernism. New York/London: ME Sharpe.
Ding, R. (2010). Exploration of the primary mathematics classroom environment in mainland China. Changchun, China: Northeast Normal University Press [in Chinese].
Ding, R., & Wong, N. Y. (2012). The learning environment in the Chinese mathematics classroom. In Y. Li & R. Huang (Eds.), How Chinese teach Mathematics and improve teaching (pp. 150–164). New York: Routledge.
Ding, R., Wong, N. Y., & Ma, Y. (2009). The relationship between primary school mathematics classroom environment and students’ problem solving ability. Educational Science Research, 12, 39–42 [In Chinese].
Ding, R., & Xin, Y. (2013). A case study of primary mathematics classroom environment in the United States [in Chinese]. In H. Y. Law, Q. P. Zhang, & C. C. Lam (Eds.), The long and winding teaching and research road (pp. 121–132). Hong Kong: Hong Kong Association for Mathematics Education.
Ernest, P. (1991). The philosophy of mathematics education. Hampshire, UK: The Falmer Press.
Fan, L., Wong, N. Y., Cai, J., & Li, S. (Eds.). (2004). How Chinese learn mathematics: Perspectives from insiders. Singapore: World Scientific.
Fan, L., Wong, N. Y., Cai, J., & Li, S. (Eds.). (2015). How Chinese teach mathematics: Perspectives from insiders. Singapore: World Scientific.
Fraser, B. J. (1994). Research on classroom and school climate. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.
Fraser, B. J., & Fisher, D. L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 23, 387–413.
Hess, R. D., & Azuma, M. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20(9), 2–8.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 65–100). New York: National Council of Teachers of Mathematics.
Kember, D., Biggs, J., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74(2), 261–279.
Kouba, V. L., & McDonald, J. L. (1991). What is mathematics to children? Journal of Mathematical Behavior, 10, 105–113.
Lam, C. C., Wong, N. Y., Ding, R., Li, S. P. T., & Ma, Y. (2014). Basic education mathematics curriculum reform in the Greater Chinese Region – Trends and lessons learned. In B. Sriraman, J. Cai, K.-H. Lee, L. Fan, Y. Shimuzu, C. S. Lim, & K. Subramanium (Eds.), The first sourcebook on Asian research in mathematics education: China, Korea, Singapore, Japan, Malaysia and India (pp. 305–335). Charlotte, NC: Information Age Publishing.
Lam, C. C., Wong, N. Y., & Wong, K. M. P. (1999). Students’ conception of mathematics learning: A Hong Kong study. Curriculum and Teaching, 14(2), 27–48.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
Marton, F. (1994). Phenomenography. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 8, pp. 4424–4429). Oxford, UK: Pergamon.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning – I: Outcome and process. British Journal of Educational Psychology, 46, 4–11.
Seah, W., & Wong, N. Y. (Eds.). (2012). Values in East Asian mathematics education – The third wave (special issue). ZDM – The International Journal on Mathematics Education, 44(1), 1–97.
Seah, W. T., Zhang, Q. P., Barkatsas, T., Law, H. Y., & Leu, Y. C. (2014, July 15–20). Mathematics learning in Mainland China, Hong Kong and Taiwan: The values perspective. Paper presented at the 38th Conference of the International Group for the Psychology of Mathematics Education. Vancouver, Canada: PME.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Siu, F. K., Siu, M. K., & Wong, N. Y. (1993). Changing times in mathematics education: The need of a scholar-teacher. In C. C. Lam, H. W. Wong, & Y. W. Fung (Eds.), Proceedings of the international symposium on curriculum changes for Chinese communities in Southeast Asia: Challenges of the 21st century (pp. 223–226). Hong Kong: Department of Curriculum and Instruction, The Chinese University of Hong Kong.
Snyder, M. (1987). Public appearances/private realities: The psychology of self-monitoring. New York: W.H. Freeman.
Tabachnick, B. G., & Fibell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson/Allyn & Bacon.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
Watkins, D. (1983). Toward a model of educational outcomes: Investigations with Australian and Filipino students. Unpublished Ph.D. dissertation. Canberra, Australia: Australian National University.
Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong/Victoria: Comparative Education Research.
Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and contextual perspectives. Hong Kong: Comparative Education Research Centre.
Wong, N. Y. (1993). The psychosocial environment in the Hong Kong mathematics classroom. Journal of Mathematical Behavior, 12(3), 303–309.
Wong, N. Y. (1995a). Discrepancies between preferred and actual mathematics classroom environment as perceived by students and teachers in Hong Kong. Psychologia, 38, 124–131.
Wong, N. Y. (1995b). The relationship between Hong Kong students’ perception of their mathematics classroom environment and their approaches to learning: A longitudinal study. Unpublished Ph.D. dissertation. Hong Kong: The University of Hong Kong.
Wong, N. Y. (2002). Conceptions of doing and learning mathematics among Chinese. Journal of Intercultural Studies, 23(2), 211–229.
Wong, N. Y. (2006). From “entering the way” to “exiting the way”: In search of a bridge to span “basic skills” and “process abilities”. In F. K. S. Leung, G.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions: The 13th ICMI study (pp. 111–128). New York: Springer.
Wong, N. Y. (2008a). Confucian Heritage Culture (CHC) learner’s phenomenon: From “exploring the middle zone” to “constructing a bridge”. ZDM – The International Journal on. Mathematics Education, 40, 973–981.
Wong, N. Y. (2008b). From “The Chinese learner’s phenomenon” to “The Hong Kong learner’s phenomenon”. Educational Research and Development Journal, 4(2), 49–62 [in Chinese].
Wong, N. Y. (2009). Exemplary mathematics lessons: What lessons we can learn from them? ZDM – The International Journal on Mathematics Education, 41, 379–384.
Wong, N. Y. (2013). The Chinese learner, the Japanese learner, the Asian learner – Inspiration for the (mathematics) learner. Scientiae Mathematicae Japonicae, 76(2), 376–384.
Wong, N. Y., Chiu, M. M., Wong, K. M., & Lam, C. C. (2005). The lived space of mathematics learning: An attempt for change. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 9(1), 25–45.
Wong, N. Y., Lam, C. C., & Wong, K. M. P. (1998). Students’ and teachers’ conception of mathematics learning: A Hong Kong study. In H. S. Park, Y. H. Choe, H. Shin, & S. H. Kim (Eds.), Proceedings of the ICMI-EAST Asia regional conference on mathematical education (Volume 2, pp. 275–304). Seoul, Korea: Korean Sub-Commission of ICMI/Korea Society of Mathematical Education/Korea National University of Education.
Wong, N. Y., Lam, C. C., Sun, X., & Chan, A. M. Y. (2009). From “exploring the middle zone” to “constructing a bridge”: Experimenting the spiral bianshi mathematics curriculum. International Journal of Science and Mathematics Education, 7(2), 363–382.
Wong, N. Y., Marton, F., Wong, K. M., & Lam, C. C. (2002). The lived space of mathematics learning. Journal of Mathematical Behavior, 21, 25–47.
Wong, N. Y., & Watkins, D. (1996). Self-monitoring as a mediator of person-environment fit: An investigation of Hong Kong mathematics classroom environments. British Journal of Educational Psychology, 66, 223–229.
Wong, N. Y., & Watkins, D. (1998). A longitudinal study of the psychosocial environment and learning approaches in the Hong Kong classroom. Journal of Educational Research, 91, 247–254.
Wong, N. Y., & Watkins, D. (2001). Mathematics understanding: Students’ perception. The Asia-Pacific Education Researcher, 10(1), 41–59.
Wong, N. Y., Wong, W. Y., & Wong, E. W. Y. (2012). What do Chinese value in (mathematics) education. ZDM – The International Journal on Mathematics Education, 44(1), 9–19.
Wong, Q. T., Wong, N. Y., Lam, C. C., & Zhang, Q. P. (2009). Beliefs about mathematics and effective teaching among elementary mathematics teachers in Hong Kong. In J. Cai, G. Kaiser, B. Perry, & N. Y. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies (pp. 217–234). Rotterdam, The Netherlands: Sense.
Zhang, Q. P. (2010). Mathematics teachers’ professional knowledge, beliefs and their implications on their teaching. Unpublished Ph.D. dissertation. Hong Kong: The Chinese University of Hong Kong. [in Chinese]
Zhang, Q. P., & Wong, N. Y. (2015). Beliefs, knowledge and teaching: A series of studies among Chinese mathematics teachers. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese teach mathematics: Perspectives from insiders (pp. 457–492). Singapore: World Scientific.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Wong, NY., Ding, R., Zhang, Q.P. (2016). From Classroom Environment to Conception of Mathematics. In: King, R., Bernardo, A. (eds) The Psychology of Asian Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-576-1_33
Download citation
DOI: https://doi.org/10.1007/978-981-287-576-1_33
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-575-4
Online ISBN: 978-981-287-576-1
eBook Packages: EducationEducation (R0)