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Peng, Aihui
Publications (10 of 11) Show all publications
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G. (2015). Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils. International Journal of School & Educational Psychology, 3(1), 37-48
Open this publication in new window or tab >>Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
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2015 (English)In: International Journal of School & Educational Psychology, ISSN 2168-3603, Vol. 3, no 1, p. 37-48Article in journal (Refereed) Published
Abstract [en]

While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

Keywords
Children, Confucianism, cross-cultural, exploratory structural equation modeling, gender, high-stakes testing, test anxiety
National Category
Psychology Educational Sciences
Research subject
Psychology; educational work
Identifiers
urn:nbn:se:umu:diva-100927 (URN)10.1080/21683603.2014.915773 (DOI)
Available from: 2015-03-14 Created: 2015-03-14 Last updated: 2018-06-07Bibliographically approved
Raman-Sundström, M. & Peng, A. (2012). MATHEMATICAL BEAUTY. In: PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 1: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION. Paper presented at 36th Annual Conference of the International-Group-for-Psychology-of-Mathematics-Education (PME 36), JUL 18-22, 2012, Wesley Girls High Sch, Taipei, TAIWAN (pp. 155-155). Prag: INT GRP PSYCHOL MATH EDUC, CHARLES UNIV PRAGUE, FAC EDUC
Open this publication in new window or tab >>MATHEMATICAL BEAUTY
2012 (English)In: PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 1: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION, Prag: INT GRP PSYCHOL MATH EDUC, CHARLES UNIV PRAGUE, FAC EDUC , 2012, p. 155-155Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Prag: INT GRP PSYCHOL MATH EDUC, CHARLES UNIV PRAGUE, FAC EDUC, 2012
Series
PME Conference Proceedings, ISSN 0771-100X
National Category
Mathematics Educational Sciences
Identifiers
urn:nbn:se:umu:diva-129829 (URN)000343404600018 ()
Conference
36th Annual Conference of the International-Group-for-Psychology-of-Mathematics-Education (PME 36), JUL 18-22, 2012, Wesley Girls High Sch, Taipei, TAIWAN
Available from: 2017-01-10 Created: 2017-01-09 Last updated: 2018-06-09Bibliographically approved
Peng, A. & Nyroos, M. (2012). Values in Effective Mathematics Lessons in Sweden: what do they tell us?. The Montana Mathematics Enthusiast, 9(3), 409-430
Open this publication in new window or tab >>Values in Effective Mathematics Lessons in Sweden: what do they tell us?
2012 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 9, no 3, p. 409-430Article in journal (Refereed) Published
Abstract [en]

This study aims to examine values in effective mathematics lessons in Sweden from the perspectives of students in different groups and their teachers. By using methods with lesson observations, student focus group interviews and teacher interviews, it shows that instructional explanation and classroom atmosphere with quietness are shared-values of students and their teachers. The findings propose some crucial issues which related to how mathematics teaching could be adjusted to different students’ learning conditions and whether it needs more instructional explanation in mathematics teaching in Sweden.

Keywords
value, effective teaching and learning, mathematics teaching, explanation, Sweden
National Category
Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:umu:diva-50311 (URN)
Available from: 2011-12-05 Created: 2011-12-05 Last updated: 2018-06-08Bibliographically approved
Peng, A. (2010). A review of mathematics curriculum at middle school level in Eastern and Western countries. In: Naiqing Song (Ed.), An Introduction to Mathematics Curriculum. Beijing, China: Higher Education Publisher
Open this publication in new window or tab >>A review of mathematics curriculum at middle school level in Eastern and Western countries
2010 (Chinese)In: An Introduction to Mathematics Curriculum / [ed] Naiqing Song, Beijing, China: Higher Education Publisher , 2010Chapter in book (Other academic)
Place, publisher, year, edition, pages
Beijing, China: Higher Education Publisher, 2010
Identifiers
urn:nbn:se:umu:diva-35225 (URN)
Available from: 2010-08-10 Created: 2010-08-10 Last updated: 2018-06-08Bibliographically approved
Peng, A. & Nyroos, M. (2010). Commonalities and differences of different group students’ values in effective mathematics lessons. In: The Fifth East Asia Regional Conference in Mathematics Education: . Paper presented at The Fifth East Asia Regional Conference in Mathematics Education, Tokyo, 2010. Tokyo, Japan
Open this publication in new window or tab >>Commonalities and differences of different group students’ values in effective mathematics lessons
2010 (English)In: The Fifth East Asia Regional Conference in Mathematics Education, Tokyo, Japan, 2010Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Tokyo, Japan: , 2010
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-35220 (URN)
Conference
The Fifth East Asia Regional Conference in Mathematics Education, Tokyo, 2010
Available from: 2010-08-10 Created: 2010-08-10 Last updated: 2018-06-08Bibliographically approved
Peng, A. (2010). Students' arguing in a circle: can the existed theories of error analysis in mathematics education explain?. In: Márcia M. F. Pinto, Teresinha F. Kawasaki (Ed.), PME 34 Brazil: Proceedings of the 34th conference of the international group for the psychology of mathematics education, vol 2: Mathematics in different settings. Paper presented at 34th Conference of the International-Group-for-the-Psychology-of-Mathematics-Education, JUL 18-23, 2010, Belo Horizonte, BRAZIL (pp. 82-82). PME
Open this publication in new window or tab >>Students' arguing in a circle: can the existed theories of error analysis in mathematics education explain?
2010 (English)In: PME 34 Brazil: Proceedings of the 34th conference of the international group for the psychology of mathematics education, vol 2: Mathematics in different settings / [ed] Márcia M. F. Pinto, Teresinha F. Kawasaki, PME , 2010, p. 82-82Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
PME, 2010
Series
PME Conference Proceedings, ISSN 0771-100X ; 34
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-109056 (URN)000281697600082 ()
Conference
34th Conference of the International-Group-for-the-Psychology-of-Mathematics-Education, JUL 18-23, 2010, Belo Horizonte, BRAZIL
Available from: 2015-09-18 Created: 2015-09-17 Last updated: 2018-06-07Bibliographically approved
Peng, A. (2010). Students’ circular argument: can the existing theories of error analysis in mathematics education explain?. In: Proceedings of the 34rd Conference of the International Group for the Psychology of Mathematics Education. Belo Honrizonte, Brazil
Open this publication in new window or tab >>Students’ circular argument: can the existing theories of error analysis in mathematics education explain?
2010 (English)In: Proceedings of the 34rd Conference of the International Group for the Psychology of Mathematics Education, Belo Honrizonte, Brazil, 2010Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Belo Honrizonte, Brazil: , 2010
Identifiers
urn:nbn:se:umu:diva-35219 (URN)
Available from: 2010-08-10 Created: 2010-08-10 Last updated: 2018-06-08Bibliographically approved
Peng, A. (2010). Teacher knowledge of students' mathematical errors. In: MAVI 16, The 16th conference on Mathematical Views.
Open this publication in new window or tab >>Teacher knowledge of students' mathematical errors
2010 (English)In: MAVI 16, The 16th conference on Mathematical Views, 2010Conference paper, Published paper (Refereed)
Identifiers
urn:nbn:se:umu:diva-35221 (URN)
Available from: 2010-08-10 Created: 2010-08-10 Last updated: 2018-06-08Bibliographically approved
Peng, A. & Nyroos, M. (2010). What do effective mathematics lessons value: preliminary findings from a Swedish low-secondary school. In: The Seventh Swedish Mathematics Education Research Seminar, Stockholm, Sweden: . Paper presented at The Seventh Swedish Mathematics Education Research Seminar, Stockholm, Sweden, 2010.
Open this publication in new window or tab >>What do effective mathematics lessons value: preliminary findings from a Swedish low-secondary school
2010 (English)In: The Seventh Swedish Mathematics Education Research Seminar, Stockholm, Sweden, 2010Conference paper, Published paper (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-35217 (URN)
Conference
The Seventh Swedish Mathematics Education Research Seminar, Stockholm, Sweden, 2010
Available from: 2010-08-10 Created: 2010-08-10 Last updated: 2018-06-08Bibliographically approved
Peng, A. & Luo, Z. (2009). A framework for examining mathematics teacher knowledge as used in error analysis. For the Learning of Mathematics, 29(3), 22-25
Open this publication in new window or tab >>A framework for examining mathematics teacher knowledge as used in error analysis
2009 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 29, no 3, p. 22-25Article in journal (Refereed) Published
Abstract [en]

Error analysis is a basic and important task for mathematics teachers. Unfortunately, in the present literature there is a lack of detailed understanding about teacher knowledge as used in it. Based on a synthesis of the literature in error analysis, a framework for prescribing and assessing mathematics teacher knowledge in error analysis was formulated. The major constructs incorporated in this framework were the nature of mathematical error and the phrase of error analysis. The framework was validated through analysis of teachers' documents by two empirical examples.

Place, publisher, year, edition, pages
Alberta, Canada: FLM Publishing Association, 2009
National Category
Other Mathematics Didactics
Identifiers
urn:nbn:se:umu:diva-31969 (URN)
Projects
Teacher knowledge for analyzing students’ mathematical errors
Available from: 2010-02-25 Created: 2010-02-25 Last updated: 2019-07-08Bibliographically approved
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