Attitudes Regarding Mathematics Teaching and Learning in Canada and China
Bibliographic record
Abstract
Ones attitudes regarding their mathematics abilities have a significant effect on their achievement in teaching and learning the subject. This paper describes the research undertaken with five Canadian and Chinese teacher pairs and their students, focusing specifically on the differences ands similarities between their attitudes and beliefs in mathematics teaching and learning. Data was gathered through formal and informal interactions during school visits, online conference calls, emails, instant messages and pen pal communications between teachers and students. Through the development of reciprocal learning relationships, the teachers in both Canada and China have been able to deeply reflect upon their own attitudes and beliefs in mathematics thus allowing them to identify how their own personal anxieties and attitudes maybe affecting their teaching. During the video lessons studies of their reciprocal learning partners teaching, teachers from both nations reflected about their own personal experience with mathematics teaching and learning in comparison to their teaching partners. In particular, Canadian teachers focus on the mathematics content knowledge of the Chinese teachers while the Chinese teachers focus on pedagogy of the Canadian teachers. In both countries, students were immensely curious about the others culture, school environment and learning habits.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".