1. By: Anastasia Hartshorn Yutong Fan
Algorithms in China
By: Anastasia Hartshorn
Yutong Fan

2. Social-cultural Influences
Comparative studies were conducted and it was found that Chinese students’ everyday experience influenced their mathematical learning (Campbell & Wu, 1994: Fang, Tong & Lui, 1988,1990; Stevenson & Stigler, 1992).
Chinese parents start teaching their children before enter school. Parents use their fingers to count and ask for simple operations while the children play. High standards make children work hard early in childhood.
When Chinese students enter school, their parents are heavily involved in their homework. This can help or hurt a student depending on the parents personality and their relationship with their child.

3. Naming System
Chinese students use Arabic numbers, but they read numbers using Chinese characters that use suffixes to indicate place value.
One 一 壹 （yi） Two 二 贰 （er）
Three 三 叁 （san） Four 四 肆 （si）
Five 五 伍 （wu） Six 六 陆 （liu）
Seven 七 柒 （qi） Eight 八 捌 （ba）
Nine 九 玖 （jiu） Ten 十 拾 （shi）

4. Numbers in Daily Life
Understanding quantity can be a challenging at first for very young children. However, for Chinese children, the relationship between counting and quantity is introduced as part of their everyday language.
Monday, Tuesday, Wednesday and so on, in Chinese are weekday #1, weekday #2 and so on until Sunday which is translating to ‘the day off’ (Fang 2001).
Names of the month like January and February are translated to Month #1 Month #2 (Fang 2001).
Even customs such as calling three of your brothers by name to separate them is different in China. The brothers are instead called #1 brother #2 brother and #3 brother.
Every one of these everyday acts contribute to early math skills although they may go unrecognized at first (Miller et al. 1995).

5. Development of Children's Primary Thinking Ability
Mathematical Thinking = Mental Process + Mathematical Objects
Visualized Thinking:
physical objects
Abstract Thinking:
using judgement and reasoning towards abstract concepts (11 can't be counted by using fingers thus it is an abstract idea)
Intuitive Thinking:
logical thinking that can be done subconsciously and resurfaced as a conscious answer

6. Transition From The Concrete To The Abstract

7. Discussion
Discuss the “learning quality test for elementary school fourth grade” each group choose a part of it and share with the class
How difficult was your section of the test?
Would this be hard for American elementary students?
Is there a problem that you think will be particularly difficult for elementary kids?
Is there anything that you find interesting about the test?

8. Multiplication table 九九乘法表

9. Mental abacus calculation 珠心算

10. Compare and contrast US: group China: individual
Change form sit on your seat
Discuss a lot listen to the teachers

12. Common core
CCSS.Math.Content.4.nbt.b.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

13. Common core
CCSS.Math.Content.6.ns.b.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
*Quick multiplying skills
---Same number in the tens place value (multiplying with #s under 20): 12 x 14=?
Solution: 1x1=1
2+4= => x14=168
2x4=8

14. ---same number in ten place value and the numbers in the ones place value have the sum of ten.
23x27=? (abxac=?)
2+1=3 (a+1)
2x3=6 ax(a+1)
3x7= (bxc) => x27=621
---multiply by 11
34x11=? (abx11=?)
3+4=7 (a+b=c) => 34x11=374 (abx11=acb)

15. Bibliography
Zhang, Houcan, and Yuren Zhou. “The Teaching of Mathematics in Chinese
Elementary Schools.” International Journal of Psychology, vol. 38, no. 5, 2003, pp. 286–298., doi: /
Stevenson, Harold W., et al. “Contexts of Achievement: A Study of American, Chinese, and Japanese Children.” Vol. 55, no. 1/2, 1990, pp. i-119., doi: / Accessed 3 Nov
Stevenson, H., et al. “Mathematics achievement of Chinese, Japanese, and American children.” Science, vol. 231, no. 4739, 1986, pp. 693–699., doi: /science