Advanced search
Publication Cover
Cognition and Instruction Volume 18, 2000 - Issue 2
Submit an article Journal homepage
265
Views
46
CrossRef citations to date
0
Altmetric
Original Articles

Explanations of Mathematical Concepts in Japanese, Chinese, and U.S. First-and Fifth-Grade Classrooms

Michelle Perry
Pages 181-207 | Published online: 07 Jun 2010

Citations (46)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (11)

Joonhyeong Park, Jina Chang, Jisun Park & Hye-Gyoung Yoon. (2022) Features of and representational strategies in instructional videos for primary science classes. International Journal of Science Education 44:16, pages 2397-2422.
Read now
Peter Cave. (2022) Young children’s mathematical activities at preschool and home in Japan. International Journal of Early Years Education 30:4, pages 781-795.
Read now
Ramazan Avcu. (2022) Middle-school mathematics teachers’ provision of non-examples and explanations in rational number instruction. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-29.
Read now
Liveness Mwale. (2021) An Analysis of Teachers’ Explanatory Talk That Supports Learning of Standard Units of Length in Standard 4 in Malawi. African Journal of Research in Mathematics, Science and Technology Education 25:3, pages 259-268.
Read now
Shuang Zhang, Jian Wang & Raymond Flores. (2021) Using Schema-Based Diagrams to Represent and Solve Word Problems: Relationship between Elementary Preservice Teachers’ Knowledge and Demonstration. Action in Teacher Education 43:1, pages 20-36.
Read now
Liz Browne & Kwok-Shing Richard Wong. (2017) Transnational comparisons of teacher expectation of mathematical functional ability in early years and Key Stage 1 pupils – a study undertaken in Hong Kong and England. Education 3-13 45:4, pages 504-515.
Read now
Xia Li, Liping Chi, Mary DeBey & Arthur J. Baroody. (2015) A Study of Early Childhood Mathematics Teaching in the United States and China. Early Education and Development 26:3, pages 450-478.
Read now
Jian Wang & Emily Lin. (2008) An Alternative Interpretation of the Relationship between Self-Concept and Mathematics Achievement: Comparison of Chinese and US Students as a Context. Evaluation & Research in Education 21:3, pages 154-174.
Read now
J. Daniel House & JamesA. Telese. (2008) Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: an analysis of TIMSS 2003 data. Educational Research and Evaluation 14:1, pages 101-112.
Read now
Jörg Wittwer & Alexander Renkl. (2008) Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations. Educational Psychologist 43:1, pages 49-64.
Read now
J.Daniel House. (2006) Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results From the Third International Mathematics and Science Study. The Journal of Genetic Psychology 167:1, pages 31-45.
Read now

Articles from other publishers (35)

Jianpeng Guo. (2019) The use of an extended flipped classroom model in improving students’ learning in an undergraduate course. Journal of Computing in Higher Education 31:2, pages 362-390.
Crossref
Jenni Ingram, Nick Andrews & Andrea Pitt. (2019) When students offer explanations without the teacher explicitly asking them to. Educational Studies in Mathematics 101:1, pages 51-66.
Crossref
Thomas E. Ricks. 2017. What Matters? Research Trends in International Comparative Studies in Mathematics Education. What Matters? Research Trends in International Comparative Studies in Mathematics Education 237 257 .
Chen Shen, Marina Vasilyeva & Elida V. Laski. (2016) Here, but not there: Cross-national variability of gender effects in arithmetic. Journal of Experimental Child Psychology 146, pages 50-65.
Crossref
Hee Seung Lee, Melissa DeWolf, Miriam Bassok & Keith J. Holyoak. (2016) Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition 147, pages 57-69.
Crossref
Marsha Ing, Noreen M. Webb, Megan L. Franke, Angela C. Turrou, Jacqueline Wong, Nami Shin & Cecilia H. Fernandez. (2015) Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?. Educational Studies in Mathematics 90:3, pages 341-356.
Crossref
Marina Vasilyeva, Elida V. Laski, Anna Ermakova, Weng-Feng Lai, Yoonkyung Jeong & Amy Hachigian. (2015) Reexamining the language account of cross-national differences in base-10 number representations. Journal of Experimental Child Psychology 129, pages 12-25.
Crossref
Jian Wang. (2014) Exploring Relationship between Teaching Practice and Student Learning: Comparative Analysis Using Large Data Bases. Frontiers of Education in China 9:4, pages 475-492.
Crossref
Guanglun Michael Mu. (2014) Chinese Australians’ Chineseness and their mathematics achievement: the role of habitus. The Australian Educational Researcher 41:5, pages 585-602.
Crossref
Elida V. Laski, Anna Ermakova & Marina Vasilyeva. (2014) Early use of decomposition for addition and its relation to base-10 knowledge. Journal of Applied Developmental Psychology 35:5, pages 444-454.
Crossref
Hsiu-Ping Yueh, Weijane Lin, Yi-Lin Liu, Tetsuo Shoji & Michihiko Minoh. (2014) The Development of an Interaction Support System for International Distance Education. IEEE Transactions on Learning Technologies 7:2, pages 191-196.
Crossref
Rahila Simzar & Thurston Domina. 2014. Critical Practice in P-12 Education. Critical Practice in P-12 Education 66 116 .
Madalina Tanase. (2013) The Impact of Interactive Factors on Romanian Students’ Understanding of Place Value. SAGE Open 3:3, pages 215824401349771.
Crossref
Liane Kaufmann, Pia Handl, Margarete Delazer & Silvia Pixner. 2013. Rechenstörungen bei Kindern. Rechenstörungen bei Kindern 231 258 .
Andrew C. H. Szeto, Richard M. Sorrentino, Satoru Yasunaga, Sadafusa Kouhara & Lily Lin. (2011) Motivation and performance: Uncertainty regulation in Canada and Japan. Motivation and Emotion 35:3, pages 338-350.
Crossref
Yeping Li. (2010) ELEMENTARY TEACHERS’ THINKING ABOUT A GOOD MATHEMATICS LESSON. International Journal of Science and Mathematics Education 9:4, pages 949-973.
Crossref
Lei Chang, Miranda C. K. Mak, Tong Li, Bao Pei Wu, Bin Bin Chen & Hui Jing Lu. (2010) Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences. Educational Psychology Review 23:1, pages 99-129.
Crossref
Yin-kum Law. (2011) The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education 27:1, pages 73-84.
Crossref
Esther Levenson, Pessia Tsamir & Dina Tirosh. (2010) Mathematically based and practically based explanations in the elementary school: teachers’ preferences. Journal of Mathematics Teacher Education 13:4, pages 345-369.
Crossref
Esther Levenson. (2009) Fifth-grade students’ use and preferences for mathematically and practically based explanations. Educational Studies in Mathematics 73:2, pages 121-142.
Crossref
Esther Levenson, Dina Tirosh & Pessia Tsamir. (2009) Students’ perceived sociomathematical norms: The missing paradigm. The Journal of Mathematical Behavior 28:2-3, pages 171-187.
Crossref
Yeping Li & Yoshinori Shimizu. (2009) Exemplary mathematics instruction and its development in selected education systems in East Asia. ZDM 41:3, pages 257-262.
Crossref
Yeping Li & Jun Li. (2009) Mathematics classroom instruction excellence through the platform of teaching contests. ZDM 41:3, pages 263-277.
Crossref
Xuezhao Lan, Claire Cameron Ponitz, Kevin F. Miller, Su Li, Kai Cortina, Michelle Perry & Ge Fang. (2009) Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States. Early Childhood Research Quarterly 24:2, pages 198-211.
Crossref
Jian Wang & Emily Lin. (2009) A meta-analysis of comparative studies on Chinese and US students’ mathematics performance: Implications for mathematics education reform and research. Educational Research Review 4:3, pages 177-195.
Crossref
Robert S. Siegler & Yan Mu. (2008) Chinese Children Excel on Novel Mathematics Problems Even Before Elementary School. Psychological Science 19:8, pages 759-763.
Crossref
Christopher A. Correa, Michelle Perry, Linda M. Sims, Kevin F. Miller & Ge Fang. (2008) Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education 24:1, pages 140-153.
Crossref
Yeping Li. (2007) Examining and Understanding Mathematics Classroom Instruction and Possible Contributing Factors through a Cross-National Lens. School Science and Mathematics 107:8, pages 308-310.
Crossref
J. Daniel House. (2016) Mathematics Beliefs and Instructional Strategies in Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment. Psychological Reports 100:2, pages 476-482.
Crossref
Esther Levenson, Dina Tirosh & Pessia Tsamir. (2006) Mathematically and practically-based explanations: individual preferences and sociomathematical norms. International Journal of Science and Mathematics Education 4:2, pages 319-344.
Crossref
Jian WangEmily Lin. (2016) Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform. Educational Researcher 34:5, pages 3-13.
Crossref
Clea Fernandez & Joanna Cannon. (2005) What Japanese and U.S. Teachers Think About When Constructing Mathematics Lessons: A Preliminary Investigation. The Elementary School Journal 105:5, pages 481-498.
Crossref
Orly Rubinsten & Avishai Henik. (2005) Automatic Activation of Internal Magnitudes: A Study of Developmental Dyscalculia.. Neuropsychology 19:5, pages 641-648.
Crossref
Liane KaufmannPia Handl & Brigitte Thöny. (2016) Evaluation of a Numeracy Intervention Program Focusing on Basic Numerical Knowledge and Conceptual Knowledge. Journal of Learning Disabilities 36:6, pages 564-573.
Crossref
Kevin Muldoon, Charlie Lewis & Norman H. Freeman. (2003) Putting counting to work: preschoolers’ understanding of cardinal extension. International Journal of Educational Research 39:7, pages 695-718.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.