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Yifan Wei
Ms. Prak
ENGL 106I
February 17, 2015
The Difference of Thinking Models in Learning Mathematics
between Chinese and American Students
Mathematics, as an important implement used in scientific research, commercial
trade, and other fields, undoubtedly permeates our daily life and work. No matter
what data we meet, number or graph, we cannot operate them without using
mathematics. Thats the reason that all of the countries in the world put more and
more emphasis on mathematic education. Though most of the students in the world
begin to study arithmetic, one part of mathematics, since they are admitted into
primary school, the mathematic education they accept varies from one country to
another. Because of this, the thinking models that the students cultivate during the
process of learning mathematics are different. If students use the thinking models they
get from their hometowns to learn mathematics in another country, they may fail since
the way they think cannot match what they are learning. So it is vital for us to study
the different ways that students from various countries think when they study
mathematics.
As an international student from China, I always hear that the thinking models
students accept in America is much better than that students get in China in my early
age. Those people, who were so-called experts or net citizens, usually criticize
Chinese mathematic thinking models in several aspects. The first disadvantage is that
Chinese mathematic education is too difficult for students to study. Because of its
difficulty, it seems impossible for students to get fully understanding on what they

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learn, which will cause the phenomenon that students have a smattering of
knowledge. By comparison, students feel that learning mathematics is easier in
America. Everyone can develop their thinking models easily, which can exert
beneficial effect on their future study. However, as a master of mathematics in high
school, I do not think that the mathematic knowledge I acquire in China is too hard to
learn. Only those who seldom work hard will pass the buck to difficulty. I also study
some Olympic Mathematics in high school by myself and I win several prizes. My
thinking model becomes mature when I study mathematics. So I consider that
mathematics is friendly but not like a monster in China. Secondly, too much
homework and exams are assigned in China. With the difficult mathematics, students
will suffer great pains while learning mathematics. Moreover, students will attach too
much importance to the score that they get in the exam, which may develop their
senses of utilitarianism. In other words, their values will be distorted. They only focus
on the score instead of what they have absorbed. Whats more, doing too many
exercises will restrict students thinking model, which will strangle students
creativity. In America, the academic pressure from the homework and exams are not
serious so that student can perform better in mathematic learning. But I do not consent
that there are too many assignments and exams while I am in high school. I used to
finish all the mathematic homework on campus so that I think everything is ordinary
for high school students to adapt. Score is important, I acknowledge, but what we
have acquired is more significant. I cannot believe that my values can be reversed just
because the academic pressure. Similarly, I think that doing exercises can help me get
deep understanding and have a good command of the knowledge I learn. Until now, I
can still use the skills and knowledge I learned from high school mathematics to deal
with college assignments smoothly.

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In addition to these two statements, there are many other announcements that
depreciate the mathematic education in China. I admit that it is true that mathematic
education in China truly does have some problems. But I do not approve that America
mathematic education in high school is far more advanced that in China. Now I am a
student whose major is mathematics in Purdue University and I am assuredly
interested in figuring out the issue which bothers me for a long time. Which thinking
model is better, China or America? Or both have their advantages and disadvantages?
Since there are many students study abroad from China to America, this question can
help them and I notice the potential problems in learning math. If I do not find out the
deficiency and improve my thinking model, I will unable to keep pace with the
professor in the future. In other words, it will be easier for me to fail. As a mathematic
major student, it is vital for me to gaze at what I studied in the past.
All in all, the research on the difference of thinking models in learning
mathematics between Chinese and American Students is under progress. Based on my
own learning experience in high school, I will interview some native students in
America about what they learned while studying mathematics in their high school,
and the details about their homework and exams. It is also important to meet some
transfer students who transfer from China to America in high school and I will ask
them their feelings about the two different mathematic education systems. Other
questions such as person opinion about teaching mathematics will be mentioned if I
have chance to meet the professors or instructors who teach mathematics. To study the
thinking models more directly, I will ask some students to do some mathematic
exercise and ask them what come into their mind while working the problem. These
processes and questions will help me finish the survey and I will also read some
reference book to help me comprehend the data I get and the analyses I operate.