Mathematics and Academic Diversity in Japan

Woodward, John; Ono, Yumiko

doi:10.1177/00222194040370010801

Cited by 3 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers who studied the high academic achievement of Japanese students claimed that important teacher and school variables should be considered when explaining East Asian academic success (Woodward and Ono 2004). East Asian schools are notable for large class sizes with a typical middle school class containing an average of 50 students.…”

Section: East Asian Successmentioning

confidence: 99%

A comparative analysis of the relationship between learning styles and mathematics performance

Vania

2014

IJ STEM Ed

View full text Add to dashboard Cite

Background: As an effort to account for disparities in mathematics performance between American and East Asian middle school students, the present research aims to compare the relationship between learning styles (competitive and cooperative) and mathematics performance among middle school students between the USA and the three top-performing East Asian countries (Hong Kong, Japan, and Korea) in 2003 Programme for International Student Assessment (PISA). Results: Results from hierarchical linear model (HLM) with students nested within schools demonstrated three key findings: (a) competitive learning had a statistically significant positive though small relationship with mathematics performance in all four countries, (b) cooperative learning had a statistically significant positive though small relationship with mathematics performance in the three East Asian countries but not in the USA, and (c) the relationship between competitive learning and mathematics performance was as strong as the relationship between cooperative learning and mathematics performance across the three East Asian countries. Conclusions: Although American students are stronger competitive and cooperative learners than their East Asian peers, they are not effective users of either learning style for the improvement of mathematics performance likely because of the way that both learning styles are practiced in American mathematics classrooms. Teacher education may hold the key to improve the educational practice of different learning styles as a strategy to improve mathematics performance of students in the USA and beyond.

show abstract

Section: East Asian Successmentioning

confidence: 99%

A comparative analysis of the relationship between learning styles and mathematics performance

Vania

2014

IJ STEM Ed

View full text Add to dashboard Cite

show abstract

“…Woodward and Ono (2004) described Singapore's spiral approach in the statement, "Over the years, the texts follow a 'concentric ring' pattern, with each new grade level providing greater depth on a topic" (pp. [5][6].…”

Section: Air Studymentioning

confidence: 99%

Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Fowler¹

View full text Add to dashboard Cite

The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis

Bouck

Satsangi

Park

2017

Remedial and Special Education

101

View full text Add to dashboard Cite

As researchers and practitioners have increasingly become interested in what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice standards have emerged in the field of special education. Practices are commonly suggested as evidence based, even without a best evidence synthesis on the existing research, such as the case with the concrete–representational–abstract (CRA) instructional framework to support students with disabilities in mathematics. This study sought to support the classification of the CRA instructional framework as an evidence-based approach for students with learning disabilities by applying quality indicators and standards of evidence-based practice by Cook et al. (2014). Based on the application of the indicators and standards, the CRA instructional framework was determined to be an evidence-based practice for students with learning disabilities who struggle in mathematics relative to computational problems, such as addition, subtraction, and multiplication, largely with regrouping.

show abstract

Mathematics and Academic Diversity in Japan

Cited by 3 publications

References 25 publications

A comparative analysis of the relationship between learning styles and mathematics performance

A comparative analysis of the relationship between learning styles and mathematics performance

Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis

Contact Info

Product

Resources

About