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| Perry, Michelle | 1 |
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Peer reviewedStigler, James W.; And Others – Child Development, 1987
Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Educational Practices
Peer reviewedStigler, James W.; And Others – Journal of Educational Psychology, 1982
Mathematics curricula in Japan, Taiwan and the United States are compared for concepts and skills, and a cross-national test of mathematics achievement is described. Among selected first- and fifth-grade children, students in Japan and Taiwan consistently outperformed their American counterparts. Achievement levels and curriculum content do not…
Descriptors: Comparative Analysis, Content Analysis, Cross Cultural Studies, Elementary Education
Peer reviewedStigler, James W.; Perry, Michelle – New Directions for Child Development, 1988
Compares mathematics teaching in 280 first and fifth grade classrooms in Japan, Taiwan, and the United States in terms of time management, organization, problem solving, evaluation, and coherence. Findings show that classrooms in Japan and Taiwan differ markedly from those in the United States. (RJC)
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Traits, Elementary Education
