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- W1598990116 abstract "It might at first glance seem misguided to study cultural differences in learning by focusing on schools. Indeed, the surface features of school mathematics are more similar than different when compared across cultures, and even classrooms in different cultures appear to resemble one another in many respects. Yet schooling is a cultural institution, and more detailed analysis reveals the subtle and pervasive effects of culture as it impinges on children's learning of school mathematics – in the curriculum, in the organization and functioning of the classroom, and in the beliefs and attitudes about learning mathematics that prevail among parents and teachers. In this chapter, we will present some of what we have learned about the classrooms in which children learn mathematics in Japan, Taiwan, and the United States." @default.
- W1598990116 created "2016-06-24" @default.
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- W1598990116 date "1990-01-26" @default.
- W1598990116 modified "2023-10-18" @default.
- W1598990116 title "Mathematics learning in Japanese, Chinese, and American classrooms" @default.
- W1598990116 doi "https://doi.org/10.1017/cbo9781139173728.011" @default.
- W1598990116 hasPublicationYear "1990" @default.
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