ABSTRACT
This chapter introduces children and their teachers with the information derived from the questionnaires that they filled in. Children are introduced both as individuals with their own demographic features and as classes of pupils taught by teachers in schools. Likewise, teachers are profiled with both demographic and professional characteristics. The chapter presents pictures of the participants as captured by the pupil and teacher questionnaires. Teacher responses about school-based activities in the teacher questionnaire shed light on the way in which different teachers are organised within each country and in which school-level policies indirectly lead to the differences of learning outcomes between countries. The general stereotype is that Chinese teachers must fall in the direct-transmission category, and the English should absolutely be constructivist. It is surprising that Chinese teachers wish for more development in both the subject matter and pedagogical content than English teachers when the literature suggests that Chinese maths teachers demonstrate profounder knowledge than their Western counterparts.
