http://www.fao.org/schoolgarden/sglib1_en.htm http://www.piedibus.it/ http://www.walkingschoolbus.org/ http://www.who.int/cancer/prevention/children/en/index.html Observations of Mathematics classrooms in some countries Ronny Kwan Eu Leong Universiti Malaya <kel2118@columbia.edu> Edward Ham Bakersfield College, California <eddyham@gmail.com> Abstract Comparative education is the that generates lots of interest from educationists around the world. Many countries have their own unique methods in the teaching and learning of mathematics. It is important to observe the teaching of mathematics in the classrooms around the world. Not only one could gauge how mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. In this article, the authors share their insight on the teaching and learning pedagogies implemented in the mathematical classrooms in Russia, Singapore, Cambodia and Vietnam. Introduction Comparative education has become the that gained much attention in education settings globally. Many educationists have realized the importance to observe the teaching of mathematics around the world. Not only one could gauge how the mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. The Department of Mathematics at Columbia University Teachers College understands the importance of comparative education and provides students the opportunity to attend study tours and to travel to foreign countries to observe the teaching of mathematics with report of findings on comparative. These study tours are taken for credit, with the requirement that a daily journal of classroom observations should be kept along with the writing of a research paper at the end of the study tour. A few examples of the countries visited are: Singapore, Vietnam, Cambodia, Prague, Budapest, Chile, Argentina, Australia, Russia, South Korea, and Japan. Future plans for study tours include India and Kenya. This article will only focus on the authors’ classroom observations and insights gained from the visits to Singapore, Vietnam, and Cambodia during the Spring of 2008 and Russia during the Fall of 2009.
http://www.fao.org/schoolgarden/sglib1_en.htm http://www.piedibus.it/ http://www.walkingschoolbus.org/ http://www.who.int/cancer/prevention/children/en/index.html Observations of Mathematics classrooms in some countries Ronny Kwan Eu Leong Universiti Malaya <kel2118@columbia.edu> Edward Ham Bakersfield College, California <eddyham@gmail.com> Abstract Comparative education is the that generates lots of interest from educationists around the world. Many countries have their own unique methods in the teaching and learning of mathematics. It is important to observe the teaching of mathematics in the classrooms around the world. Not only one could gauge how mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. In this article, the authors share their insight on the teaching and learning pedagogies implemented in the mathematical classrooms in Russia, Singapore, Cambodia and Vietnam. Introduction Comparative education has become the that gained much attention in education settings globally. Many educationists have realized the importance to observe the teaching of mathematics around the world. Not only one could gauge how the mathematics education is implemented in one country as compared to others, but ideas for innovative mathematics teaching in classrooms could also be adapted with educational implications. The Department of Mathematics at Columbia University Teachers College understands the importance of comparative education and provides students the opportunity to attend study tours and to travel to foreign countries to observe the teaching of mathematics with report of findings on comparative. These study tours are taken for credit, with the requirement that a daily journal of classroom observations should be kept along with the writing of a research paper at the end of the study tour. A few examples of the countries visited are: Singapore, Vietnam, Cambodia, Prague, Budapest, Chile, Argentina, Australia, Russia, South Korea, and Japan. Future plans for study tours include India and Kenya. This article will only focus on the authors’ classroom observations and insights gained from the visits to Singapore, Vietnam, and Cambodia during the Spring of 2008 and Russia during the Fall of 2009.
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