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Direct linkZhou, Zheng; Peverly, Stephen T.; Lin, Chongde – Journal of Genetic Psychology, 2004
A problem with interpretations of differences in mathematic achievement between students from Asian countries and those from the United States is the seemingly implicit assumption of the cultural homogeneity of Asian societies. Researchers rarely measure the effects of variables within cultures that are hypothesized to be related to differences…
Descriptors: Disadvantaged Youth, Mathematics Achievement, Cultural Differences, Foreign Countries
Zhou, Zheng; Peverly, Stephen T. – Psychology in the Schools, 2005
Cross-cultural studies on mathematical cognition and education have suggested that curriculum and teaching have contributed to U.S. versus Asian differences in student performance; however, previous discussions of curriculum and teaching practices have been very general and have not focused on a detailed analysis of how mathematics concepts are…
Descriptors: Mathematics Instruction, Grade 1, Arithmetic, Subtraction
