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Peer reviewedSong, Myung-Ja; Ginsburg, Herbert P. – Child Development, 1987
Examined (1) whether Korean children exhibit superior levels of mathematics achievement, compared to U.S. children; (2) whether an early advantage in informal mathematical thinking contributes to superiority in mathematical achievement; and (3) whether the superior achievement of Korean children is qualitatively different from that of U.S.…
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Family Influence
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 reviewedStevenson, Harold W.; And Others – Child Development, 1985
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Goals were to determine (1) possible differences in cognitive abilities and (2) the possible differential relation of scores on cognitive tasks to reading by children of the three cultures.…
Descriptors: Academic Achievement, Cognitive Ability, Cross Cultural Studies, Cultural Differences
