Comparative Analysis on Chinese and Canadian Primary School Mathematics Estimation Education Differences

DOI

10.2991/assehr.k.211220.063How to use a DOI?

Keywords

Canada; China; estimation skill; primary math education

Abstract

Mathematics is one of the most important topics in school and in the community in twenty-first century, a pupil who is good at mathematical seems to have the capacity to alter the progress of their very own state’s financial, governmental, and social issues[1]. Estimation is regarded as among the top 3 objectives of teaching maths since it is “an action that pervades both kid’s and grownups’ lifestyles” [2], [3]. In concerns of shaping a student’s ’ attitudes regarding mathematics, caregivers play an essential part in the primary level[2]. The aim of this study is to look at mathematics estimation education differences in Canada and China in general to find out the differences between the two systems. This article analyses the national mathematics curriculum of obligatory schools for Canada and China for estimating opportunities for students, recognizing that the capacity to evaluate has significant implications both for subsequent mathematics learning and for real world functions. Framed by four modes of evaluation (number line, quantity, computation and, measurement) that are theoretically and technically distinct, each using mathematics differently [2]. Findings are that both countries’ curriculum, especially those in Canada, provide students with ample and clear chances to acquire whatever kind of estimating abilities they may need. A comparison of the two educational methods also indicates that a hybrid of the two approaches should be explored in order to optimize students’ results.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Zhihuan Shao
PY  - 2021
DA  - 2021/12/24
TI  - Comparative Analysis on Chinese and Canadian Primary School Mathematics Estimation Education Differences
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 363
EP  - 368
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.063
DO  - 10.2991/assehr.k.211220.063
ID  - Shao2021
ER  -