Stevenson H W, Lee S Y, Chen C S, Lummis M, Stigler J, Fan L, Ge F
Center for Human Growth and Development, University of Michigan, Ann Arbor 48109-0406.
Child Dev. 1990 Aug;61(4):1053-66.
First and fifth graders in Beijing and Chicago were given a battery of mathematics test. Whether tested with problems requiring solely computation or with ones requiring application of knowledge about mathematics, American children's performance was consistently inferior to that of Chinese children. Interviews with American children suggested that they like mathematics, believe they are doing well in mathematics, and do not perceive mathematics as a difficult subject. American children's poor performance appears to be attributable, in part, to low motivation for devoting more attention to mathematics. Low standards held by American parents for academic achievement and lower interest in teaching mathematics by American teachers appear to contribute to American children's poor performance.
北京和芝加哥的一年级和五年级学生接受了一系列数学测试。无论是测试单纯需要计算的问题，还是需要应用数学知识的问题，美国孩子的表现始终不如中国孩子。对美国孩子的访谈表明，他们喜欢数学，认为自己数学学得不错，并且不觉得数学是一门难学的学科。美国孩子成绩不佳似乎部分归因于他们缺乏更专注于数学的动力。美国父母对学业成绩的低标准以及美国教师对教授数学的较低兴趣似乎导致了美国孩子的糟糕表现。
