Angel Mok
Leung (2002) suggests the high TIMSS performance of Singapore, Hong Kong, and Taiwan, which have high proportions of Chinese students, may be influenced by cultural and family values. However, comparative studies of Chinese students’ mathematics performance often focus on what Chinese families do to support children’s learning, with few studies examining why. Using an ethnographic case study, this research focuses on six Chinese families living in Sydney to explore how their cultural identities influence their children’s mathematical learning. Initial findings suggest parents perceive mathematics as an important, yet not difficult subject, and believe their children can be trained to improve.