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RESEARCH PAPER
Reciprocal Learning in Mathematics Problem Posing and Problem Solving: An Interactive Study between Canadian and Chinese Elementary School Students
1
Southwest University, CHINA
2
University of West Georgia, USA
Publication date: 2020-11-03
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1913
KEYWORDS
ABSTRACT
The present study took a reciprocal learning approach to examine Canadian and Chinese
elementary school students’ (N=40) mathematics problem posing and problem solving. Data
included student performance, Skype meeting videos, meeting notes, and interviews transcripts
through direct and indirect interactions between a pair of Canadian and Chinese sister schools.
Qualitative and quantitative analyses show that the Chinese students and the Canadian students
differed in the type of problems they posed to their counterparts, the performance of solving the
problems posed by the counterparts, the strategies used to solve the problems, and the
behavioral approach adopted to solve the problems. Possible sources of the differences and
practical implications for mathematical teaching are discussed. The study proffered suggestions
on what the Canadian and the Chinese can learn educationally from each other.
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