Peer reviewed
Download full textERIC Number: ED584225
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Curricular Treatment of Fractions in Japan, Korea, Taiwan, and the United States
Son, Ji-Won; Lo, Jane-Jane; Watanabe, Tad
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
This paper investigates how the selected three East Asian countries--Japan, Korea, and Taiwan-- introduce and develop ideas related to fractions and fraction addition and subtraction compared to the Common Core State Standards of Mathematics and EngageNY. Looking at curricular approaches used across countries can provide a better picture of what is of importance in instruction aimed at developing students' mathematical proficiency. Understanding how the aforementioned three Eastern Asian materials treat fractions will offer both mathematics teachers and teacher educators some concrete images of the visions of the Common Core State Standards of Mathematics and specific ideas on teaching and learning of fractions. [For the complete proceedings, see ED583989.]
Descriptors: Foreign Countries, Fractions, Addition, Subtraction, Mathematics Instruction, Common Core State Standards, Cultural Differences, Cross Cultural Studies, Teaching Methods, Elementary School Mathematics, Number Concepts
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; South Korea; Taiwan; New York
Grant or Contract Numbers: N/A
