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By Jinfa Cai

ISBN-10: 0873534247

ISBN-13: 9780873534246

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Extra resources for A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7)

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Sample (1 19 girls and 131 boys). The investigator had three potential locations in China as research sites: Beijing, Lanzhou (Gansu province), and Guiyang (Guizhou province). Beijing, the capital city of China, has many characteristics that make it unique compared to other cities in China. Therefore, Lanzhou and Guizhou were chosen as research sites, since they are more representative of China as a whole. In particular, the Chinese sample was chosen to include students from common schools (240) and from key schools (185) in Lanzhou and Guizhou cities.

Psychologists have found that experts and novices employ different strategies in solving problems, with experts appearing to use more adequate strategies than novices. , Bjorklund, 1990), children's strategies in solving problems are closely related to their cognitive development. Psychologists have also found that older children use more sophisticated strategies than younger children and that cognitive strategies are mediators of cognitive development. In mathematics, from simple counting tasks to complex mathematical problem solving, individuals use different strategies (Carpenter, Moser, & Romberg, 36 Theoretical Basis of the Study 1982; Schoenfeld, 1979, 1985; Siegler & Shrager, 1984).

Students spent as much as or even more school time on mathematics than students in some Asian countries. S. S. students (228 minutes per week). S. students had more instruction in mathematics in school than the students from Korea (179 minutes per week) and Taiwan (204 minutes per week). Similarly, McKnight et al. S. Similar findings were obtained for population B (12th graders) with respect to the yearly hours of mathematics instruction. In contrast, Garden and Livingstone (1989) reported the official school days per year, periods per day, minutes per period, and proportion of time for mathematics based on the SIMS.

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A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7) by Jinfa Cai


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