- The Oxford Handbook of Chinese Psychology
- List of Figures
- List of Tables
- List of Contributors
- Introduction Reaching this stage in studying the psychology of the Chinese people
- The continuing prospects for a Chinese psychology
- What is Chinese about Chinese psychology? Who are the Chinese in Chinese psychology?
- The cultured brain: interplay of genes, brain, and culture
- Socio-emotional development in Chinese children
- Parenting and child socialization in contemporary China
- Language and the brain: computational and neuroimaging evidence from Chinese
- Language and literacy development in Chinese children
- Understanding reading disability in the Chinese language: from basic research to intervention
- Chinese bilingualism
- Chinese children learning mathematics: from home to school
- The thinking styles of Chinese people
- Approaches to learning and teaching by the Chinese
- Chinese students' motivation and achievement
- How unique is Chinese emotion?
- Beliefs in Chinese culture
- The multiple frames of ‘Chinese’ values: from tradition to modernity and beyond
- What do we know about the Chinese self? Illustrations with self-esteem, self-efficacy, and self-enhancement
- From indigenous to cross-cultural personality: the case of the Chinese Personality Assessment Inventory
- Psychology and aging in the land of the panda
- Chinese well-being
- The spirituality of the Chinese people: a critical review
- Psychiatric disorders in the Chinese
- Clinical neuropsychology in China
- The <i>Tao</i> (way) of Chinese coping
- Illness behaviors among the Chinese
- Community psychology in Chinese societies
- Psychotherapy with the Chinese: an update of the work in the last decade
- Face and morality in Confucian society
- Chinese cooperation and competition
- Interpersonal relationships in rapidly changing Chinese societies
- A gender perspective on Chinese social relationships and behavior
- Chinese cultural psychology and contemporary communication
- Chinese political psychology: political participation in Chinese societies
- Chinese social identity and inter-group relations: the influence of benevolent authority
- Developments in understanding Chinese leadership: paternalism and its elaborations, moderations, and alternatives
- Chinese consumer behavior: the effects of content, process, and language
- Sport psychology research and its application in China
- There are homes at the four corners of the seas: acculturation and adaptation of overseas Chinese
- Inter-cultural interactions: the Chinese context
- On the distinctiveness of Chinese psychology; or: Are we all Chinese?
- Moving the scientific study of Chinese psychology into our twenty-first century: some ways forward
Abstract and Keywords
Chinese students have excelled in many international assessments of mathematics achievement (e.g. Programme for International Student Assessment [PISA] and the Third International Mathematics and Science Study [TIMSS]), thereby drawing great interest from researchers, educators, and policy makers inside and outside the Chinese community. This article draws upon three strands of research (developmental, instructional, and social-psychological) cutting across three different levels (societal/cultural [macro, nation], institutional [meso/micro, family, classroom], and individual [nano]) to examine the ingredients that have shaped the mathematics achievements of Chinese students. This article traces the early numerical development of Chinese children before considering learning and instruction in Chinese mathematics classrooms. Apart from exploring the broader sociocultural contexts in which the Chinese way of learning and teaching mathematics is rooted and supported, it also depicts a profile of Chinese students' achievements in mathematics against these backgrounds. Broadly, this article helps to understand Chinese students' mathematics achievement and its contexts.
Yu-Jing Ni, Department of Educational Psychology, The Chinese University of Hong Kong
Ming Ming Chiu, Department of Learning and Instruction, Graduate School of Education, State University of New York at Buffalo.
Zi Juan Cheng, Department of Educational Psychology, The Chinese University of Hong Kong.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.