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Direct linkYao, Yiling; Kong, Qiping; Cai, Jinfa – International Journal of Science and Mathematics Education, 2018
Students in Shanghai ranked at the top in mathematics on the past two assessments of the Program for International Student Assessment (PISA). However, even though Asian students in general, and Chinese students in particular, ranked at the top in mathematics, we know little about Shanghai students' subjective well-being (SWB). This paper reports…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Mathematics Achievement
Moyer, John C.; Robison, Victoria; Cai, Jinfa – Educational Studies in Mathematics, 2018
This paper presents findings from a larger research project that provides insight into the attitudes of high-school students who were taught using different types of mathematics curricula when they were in middle school. A total of 44 12th-grade students from 10 high schools in the same urban school district were interviewed. Eighteen (41%) of…
Descriptors: High School Students, Mathematics Instruction, Student Attitudes, Research Projects
Cai, Jinfa; Moyer, John C.; Wang, Ning; Hwang, Stephen; Nie, Bikai; Garber, Tammy – Educational Studies in Mathematics, 2013
In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show…
Descriptors: Middle Schools, Educational Change, Academic Achievement, Problem Solving
Download full textWang, Ning; Cai, Jinfa – Journal of Research in Education, 2018
This study identified some factors associated with teachers' knowledge and beliefs that are related to scoring mathematics constructed-response (CR) assessment tasks. Five groups of teachers (n = 274) who either had different teaching experiences or had different cultural beliefs about teaching and learning mathematics were selected to score 28…
Descriptors: Scoring, Statistical Analysis, Mathematics Instruction, Teaching Experience
Cai, Jinfa; Silber, Steven; Hwang, Stephen; Nie, Bikai; Moyer, John C.; Wang, Ning – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This study examined the longitudinal effects of a middle school reform mathematics curriculum on students' open-ended problem solving in high school. Using assessment data from a large, longitudinal project, we compared the open-ended problem-solving performance and strategy use of high school students who had used the Connected Mathematics…
Descriptors: Middle School Students, Middle School Mathematics, Educational Change, Mathematics Curriculum
Hwang, Stephen; Cai, Jinfa; Shih, Jeffrey; Moyer, John C.; Wang, Ning; Nie, Bikai – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This paper explores how curriculum and classroom conceptual and procedural emphases affect the learning of algebra for students of color. Using data from a longitudinal study of the Connected Mathematics Program (CMP), we apply cross-sectional HLM to lend explanatory power to the longitudinal analysis afforded by Growth Curve Modeling that we have…
Descriptors: Longitudinal Studies, Algebra, Equal Education, Mathematics Curriculum
