Comparing students with extreme schematic characteristics in learning mathematics across two cultures.

Abstract

This paper explores the differences between students with polarized schematic views in learning mathematics. Two groups of Year 10 students from Hong Kong (N=329) and Australia (N=582) completed a questionnaire tapping their views on their cognitions of their selves, achievement goals, learning approaches and anticipated performance in learning mathematics. A previous published study located two groups of schematic students, positive and negative schematics, across both cultures demonstrating consistent characteristics in motivational and learning processes. Using an identical data source, this study explores the difference in the degree of schematization. The results showed that positive schematic students in Hong Kong are less schematicised than Australian students. In contrast, negative schematic students in Hong Kong were more schematicized than their Australian counterparts. These differences in the development of schematicised selves among students in two different cultures could be attributed to the difference in evaluation practice in two different educational systems. While this study provides empirical support for the removal of high stake public examinations, it draws our attention to teaching and learning processes in schools and calls for more reformative effort in this area in order to orient our students towards lifelong learning.