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"Mathematics Study and teaching Asia."
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Mathematics and its teaching in the Asia-Pacific region
\"This book provides the global mathematics education community with information on the recent and current status of the teaching of mathematics in a group of island nations in the Asia-Pacific region. Sri Lanka, Indonesia, Japan, the Philippines, Australia, Papua New Guinea, New Zealand, and twelve nations in the South Pacific Ocean. It is the third volume in a series conceived by Dr Bruce Vogeli of Columbia University Teachers College and published by WSP, aimed at producing contemporary accounts of mathematics teaching in a world-wide group of nations. Previous volumes have covered Central and South American nations and a selection of Muslim nations respectively\"-- Provided by publisher.
Book
Professional development of mathematics teachers : an Asian perspective
This book offers a counterpart to the extensive corpus of literature available on the same topic from a Western perspective.It showcases innovative approaches to professional development of mathematics teachers in Asian countries, and reports on both empirical and expository studies of teachers' professional development in these counties.
eBook
Performance pay and teachers' effort, productivity, and grading ethics
This paper presents evidence about the effect of individual monetary incentives on English and math teachers in Israel. Teachers were rewarded with cash bonuses for improving their students' performance in high-school matriculation exams. The main identification strategy is based on measurement error in the assignment to treatment variable that produced a randomized treatment sample. The incentives led to significant improvements in test taking rates, conditional pass rates, and mean test scores. Improvements were mediated through changes in teaching methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence was found of manipulation of test scores by teachers.
Journal Article
Lesson study, improvement, and the importing of cultural routines
Originating in Asia, lesson study is gradually spreading around the globe. As evident from the papers in this issue, we have much to learn as it is implemented in a variety of cultural contexts. In this article we reflect on the goals of lesson study, the organizational supports required to sustain the practice in various contexts, and the benefits that may be derived from making more explicit the connections between lesson study and the wider field of improvement science. Both research and practice can benefit from learning from, and about, the process of importing cultural routines.
Journal Article
Evidence of STEM enactment effectiveness in Asian student learning outcomes
This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.
Journal Article
Parental education, home resources, gender, and academic achievement: a multilevel analysis of GCC and Asia–Pacific students in TIMSS 2023
Background
Student achievement is shaped by family background, gender, migration status, and school context, yet little research has compared how these factors operate across distinct world regions. This study examines how parental education, educational resources, study supports, gender, and migration status predict Grade 8 mathematics and science achievement in the Gulf Cooperation Council (GCC) and Asia–Pacific regions.
Methods
Using TIMSS 2023 data from twelve countries—six GCC (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, United Arab Emirates) and six Asia–Pacific systems (Chinese Taipei, Hong Kong SAR, Japan, Korea, Malaysia, Singapore)—we estimated multilevel models separately for each country following a four-step specification. Models incorporated student gender, immigrant status, parental education, home educational resources, home study supports, and student-level interaction terms.
Results
Patterns differed across regions. In the GCC, girls consistently outperformed boys—especially in science—and immigrant students often outscored native-born peers., In Asia–Pacific countries, gender gaps were small and typically domain-specific, and immigrant performance varied. Parental education persisted as a robust predictor of higher achievement across all systems. Greater home educational resources were associated with higher achievement across countries, while study supports benefited students unevenly, with clearer advantages for girls in several GCC systems. Interaction effects indicated that students with both higher parental education and richer home resources experienced the largest achievement advantages. School-level variance was notably higher in GCC countries, reflecting greater stratification.
Conclusions
The findings highlight that gender, migration status, and family background do not operate uniformly but are shaped by regional opportunity structures and educational environments. GCC systems may benefit from reducing school-level disparities and strengthening supports for boys’ academic engagement, whereas Asia–Pacific systems may prioritize addressing family-level inequalities and immigrant integration. The study provides region-specific insights for promoting equity in diverse educational systems.
Journal Article
Cultural integration in AI-enhanced mathematics education: insights from Southeast Asian educators
Purpose
Artificial intelligence (AI) is increasingly used in education, yet its cultural impact, especially in Southeast Asian mathematics education, remains underexplored. This gap is significant because understanding cultural adaptation is essential for AI tools to effectively enhance learning in diverse classrooms. This study examines how AI can be integrated into mathematics education across Southeast Asia, focusing on specific cultural practices such as communal learning styles, respect for hierarchical structures and the role of local languages, as well as educators’ perspectives.
Design/methodology/approach
A mixed-methods approach was used, combining quantitative data from questionnaires with qualitative insights from interviews with educators across ten Southeast Asian countries. The study included 543 respondents in total with the numbers is varying in each country, targeting high school teachers experienced in using AI in teaching.
Findings
The findings revealed that educators in Singapore are most confident in AI’s adaptability to cultural contexts, whereas those in Myanmar and Laos face challenges due to infrastructure limitations. Interviews highlighted the need to customize AI tools to align with students’ cultural backgrounds, including language preferences and traditional learning practices, for effective implementation. Teacher training and access to technology, especially in rural areas, were also identified as critical factors.
Originality/value
This study addresses a critical gap in understanding AI’s cultural implications in Southeast Asia, providing insights into how cultural values, language and educational practices influence the integration of AI in mathematics education. The findings highlight the need for culturally responsive AI tools and targeted improvements in infrastructure and teacher training for successful implementation.
Journal Article
Learning from the Eastern and the Western debate: the case of mathematics teacher education
Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale assessments. Authors of such studies commonly link their interpretations of the results to distinctions between “Eastern” and “Western” cultures, in particular with respect to the consistent and continuing outstanding performance of East Asian learners compared with their Western counterparts. One question is whether the same achievement pattern holds for future teachers and whether similar cultural differences may cause it. International Association for the Evaluation of Educational Achievement’s “Teacher Education and Development Study in Mathematics” (TEDS-M) was the first comparative study that focused on the outcomes of teacher education with standardised testing. In this paper—based on the TEDS-M results—commonalities and differences in the achievement of future teachers from Eastern and Western countries are explored and related to a cultural perspective. Cultural differences between Eastern and Western approaches concerning mathematics, mathematics education and mathematics teachers are analysed with respect to the achievement pattern. The paper closes with reflections on possible consequences concerning the development of teachers’ knowledge and teachers’ expertise in mathematics education.
Journal Article
Gender differences in market competitiveness in a real workplace
Recent laboratory and field experiments suggest that women are less effective than men in a competitive environment. I examine how teachers' performance is affected by a competitive environment and its gender mix. Teachers participated in a tournament that provided cash bonuses based on test performance of their classes. I find no evidence of gender differences in performance under competition in any gender mix environment, or in teachers' knowledge of the programme and in effort and teaching methods. Women, however, were more pessimistic about the effectiveness of teachers' performance pay and more realistic than men about their likelihood of winning bonuses.
Journal Article