Explanations of Mathematical Concepts in Japanese, Chinese, and U.S. First-and Fifth-Grade Classrooms

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Cultural Adaptations to Environmental Variability: An Evolutionary Account of East–West Differences (2011, result): “Perry (2000) drew the same conclusion from his repeated observations of American, Taiwanese and Japanese primary schools.”
What Japanese and U.S. Teachers Think About When Constructing Mathematics Lessons: A Preliminary Investigation (2005, background): “Although differences in how teachers in the United States and Japan teach elementary and middle-grade mathematics have been well documented (Perry, 2000; Perry, VanderStoep, & Yu, 1993; Stigler & Hiebert, 1999), in certain respects these differences are poorly understood.”
Keeping Their Attention: Classroom Practices Associated with Behavioral Engagement in First Grade Mathematics Classes in China and the United States. (2009, background): “Classroom-based work has also revealed American and Asian cross-cultural variation in instructional practices, including how teachers promote conceptual mathematics understanding (Hiebert & Stigler, 2000; Perry, 2000; Stigler & Perry, 1988; Stevenson & Lee, 1995; Stigler & Hiebert, 1999).”
The Answer Is Only the Beginning: Extended Discourse in Chinese and U.S. Mathematics Classrooms (2007, background): “(e.g., Miller et al., 2005; Perry, 2000; Perry et al., 1993; Stigler & Hiebert, 1997, 1999, 2004).”