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Science 14 February 1986:
Vol. 231. no. 4739, pp. 693 - 699
DOI: 10.1126/science.3945803
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Articles

Science, Vol 231, Issue 4739, 693-699
Copyright © 1986 by American Association for the Advancement of Science

articles

Mathematics achievement of Chinese, Japanese, and American children

HW Stevenson, SY Lee, and JW Stigler

American kindergarten children lag behind Japanese children in their understanding of mathematics; by fifth grade they are surpassed by both Japanese and Chinese children. Efforts to isolate bases for these differences involved testing children on other achievement and cognitive tasks, interviewing mothers and teachers, and observing children in their classrooms. Cognitive abilities of children in the three countries are similar, but large differences exist in the children's life in school, the attitudes and beliefs of their mothers, and the involvement of both parents and children in schoolwork.


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American and Chinese Children's Knowledge of Basic Relational Concepts.
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Cross-National Differences in Academic Achievement: Beyond Etic Conceptions of Children's Understandings.
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Review of Educational Research 69, 287-314
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Education and the Brain: A Bridge Too Far.
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Educational Researcher 26, 4-16
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Japanese Children's Action-Control Beliefs about School Performance.
M. Karasawa, T. D. Little, T. Miyashita, M. Mashima, and H. Azuma (1997)
International Journal of Behavioral Development 20, 405-423
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Learning and Motivation: An Asian Perspective.
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Psychology Developing Societies 8, 55-81
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International Comparisons and the Condition of American Education.
G. W. Bracey (1996)
Educational Researcher 25, 5-11
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A Proposal for the Reengineering of the Educational System.
L. Osin and A. Lesgold (1996)
Review of Educational Research 66, 621-656
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Encouraging School Achievement in Mexican American Children.
L. Okagaki, P. A. Frensch, and E. W. Gordon (1995)
Hispanic Journal of Behavioral Sciences 17, 160-179
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Toward a Knowledge Base for School Learning.
M. C. Wang, G. D. Haertel, and H. J. Walberg (1993)
Review of Educational Research 63, 249-294
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Mathematics achievement of Chinese, Japanese, and American children: ten years later.
H. Stevenson, C Chen, and S. Lee (1993)
Science 259, 53-58
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Prospects for Reforming Urban Schools.
J. H. Lyile (1992)
Urban Education 27, 109-131
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Homework: Making It Work.
A. F. Hodapp and J. B. Hodapp (1992)
Intervention in School and Clinic 27, 233-235
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Chapter 1: Policy and Practice: The Relations Between Governance and Instruction.
D. K. Cohen and J. P. Spillane (1992)
Review of Research in Education 18, 3-49
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Mathematics Acceleration of Highly Talented Students: An Evaluation.
E. R. Kolitch and L. E. Brody (1992)
Gifted Child Quarterly 36, 78-86
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Fast-Paced High School Science for the Academically Talented: A Six-Year Perspective.
S. J. Lynch (1992)
Gifted Child Quarterly 36, 147-154
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Chapter 5: Computers and Education: A Cultural Constructivist Perspective.
T. Scott, M. Cole, and M. Engel (1992)
Review of Research in Education 18, 191-251
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The Dilemmas of Change: Lessons From a School Improvement Effort Gone Awry.
G. C. Ruscoe and S. K. Miller (1991)
Science Communication 13, 170-192
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Group and Gender in Japanese and American Elementary Classrooms.
V. L. Hamilton, P. C. Blumenfeld, H. Akoh, and K. Miura (1991)
Journal of Cross-Cultural Psychology 22, 317-346
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Improving School Science in Advanced and Developing Countries.
H. J. Walberg (1991)
Review of Educational Research 61, 25-69
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Results of Comparative Field Studies.
R. L. Munroe and R. H. Munroe (1991)
Cross-Cultural Research 25, 23-54
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Mother and Infant Activity and Interaction in Japan and in the United States: II. A Comparative Microanalysis of Naturalistic Exchanges Focused on the Organisation of Infant Attention.
M. H. Bornstein, S. Toda, H. Azuma, C. Tamis-LeMonda, and M. Ogino (1990)
International Journal of Behavioral Development 13, 289-308
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Expert Knowledge and Expert Thinking in Teaching: A Response to Floden and Klinzing.
M. Lampert and C. M. Clark (1990)
Educational Researcher 19, 21-23
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Japanese and American Children's Styles of Processing Figural Matrices.
B. R. Foorman, H. Yoshida, P. R. Swank, and J. Garson (1989)
Journal of Cross-Cultural Psychology 20, 263-295
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Perspective: Why the Apathy in American High Schools?.
J. H. Bishop (1989)
Educational Researcher 18, 6-42
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Citizenship and Scholarship in Japanese and American Fifth Grades.
V. L. Hamilton, P. C. Blumenfeld, H. Akoh, and K. Miura (1989)
American Educational Research Journal 26, 44-72
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Japanese and American Children's Reasons for the Things They Do In School.
V. L. Hamilton, P. C. Blumenfeld, H. Akoh, and K. Miura (1989)
American Educational Research Journal 26, 545-571
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Missing Pieces of the Educational Reform Agenda: Or, Why the First and Second Waves May Miss the Boat.
W. D. Hawley (1988)
Educational Administration Quarterly 24, 416-437
Administrators' Beliefs about Teachers Organizing Classes for Mathematics Instruction.
T. L. Good, D. A. Mason, and D. A. Grouws (1988)
Educational Administration Quarterly 24, 125-151
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Concepts of Ability and Effort in Japan and the United States.
S. D. Holloway (1988)
Review of Educational Research 58, 327-345
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Chapter 7: Culture and Mathematics Learning.
J. W. Stigler and R. Baranes (1988)
Review of Research in Education 15, 253-306
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Chapter 8: School Achievement Trends in Mathematics and Science, and What Can Be Done to Improve Them.
L. V. Jones (1988)
Review of Research in Education 15, 307-341
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Mathematics Education: A Predictor of Scientific Competitiveness.
L. A. STEEN (1987)
Science 237, 251-302
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