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The methodology and psychology of mathematical education in Russia with comparison to mathematical education in the United States / Laura Gorodisher

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Identifier	Thesis 1526
Author	Gorodisher, Laura
Title	The methodology and psychology of mathematical education in Russia with comparison to mathematical education in the United States / Laura Gorodisher
Publisher	Central Connecticut State University
Date	1999
Resource Type	Master's Thesis
Notes	This study describes the difference between elementary mathematics education in Russia and the United States. What can we learn from Russian mathematics education? The thesis presents that the main source of Russian achievements in mathematics education was not in the centralized system and strict control. Rather, it was in the deep respect for the subject at all levels of the educational system and under all conditions of learning. Much of the research has focused on Russian educational expectations and values. Education in Russia is highly valued and highly respected. One of the very important components of the mathematics educational process is about the expectations of everybody being high. The idea of teaching everybody with the same orientation to high standards is very popular among Russian teachers. The most important source of motivation or interest for Russian teachers and students is the beauty of mathematical structures, natural curiosity, challenge of thinking and problem-solving. Of course, competitiveness and desire to receive good grades played an important role as well, but the search for meaning was in the field of mathematical, intellectual activity. The study shows the importance of the effect of cultural attitudes on pupils learning. There is another difference between Russian and American mathematics education. It is an attitude to knowledge, facts, and memory. The next big chapter is the description of the Russian elementary mathematics curriculum. This chapter has a collection of translations from the Russian literature of the last decade on research in the psychology of mathematical instruction, curriculum, and the related methods of teaching mathematics. This study presents the difference in the experience of teaching mathematics in Russian and America. It also describes attitudes and beliefs of mathematics teachers in Russia and United States. The aim of this thesis is to acquaint educators and teachers with directions, ideas, and accomplishments in the methodology and psychology of mathematical instruction in Russia. One of the most fascinating aspects of studying mathematics education in countries where culture, heritage, and customs are quite different from our own, is that many of the problems we face are universal. Both systems are trying to teach all students, strengthening the mathematical preparation of future teachers, and building a contemporary curriculum based on innovative approaches. In sum, it is to be hoped that both countries' mathematics educators working together and sharing their experiences can improve the teaching of mathematics for children everywhere.
Subject	Mathematics -- Study and teaching -- Russia Mathematics -- Study and teaching -- United States
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	42587541
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