Solution representations and pedagogical representations in Chinese and U.S. classrooms

By Jinfa Cai, Frank K. Lester Jr.. 2005

87 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/310e6f57f1b9e2f3ae8f8a7481c4a69ca744f804

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Citations in the corpus

Problem solving in Chinese mathematics education: research and practice (2007, unknown): “The small-scale, in-depth studies include those by An (2004), Cai and his associates (e.g., Cai, 2000, 2004; Cai & Hwang, 2002; Cai & Lester, 2005), Clarke and his associates (e.g., Clarke, Keitel, & Shimizu, 2006), Geary and his associates (e.g., Geary, Bow-Thomas, Liu, & Siegler, 1996), Leung…”
Influence of Curriculum Reform: An Analysis of Student Mathematics Achievement in Mainland China. (2011, background): “Similar findings were obtained by Cai and his colleagues in a series of studies that compared Chinese students and American students (Cai & Cifarelli, 2004; Cai & Hwang, 2002; Cai & Lester, 2005).”
Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test (2015, result): “Studies showed that textbooks in Asian countries had fewer visual representation problems in comparison to those in western countries (Cai 1995; Cai and Lester 2005; Huang and Cai 2011; Jiang, Hwang, and Cai 2014).”
The effects of using drawings in developing young children’s mathematical word problem solving: A design experiment with third-grade Hungarian students (2012, background): “Cai and Lester give a typical example of how a Chinese teacher used a number line-like diagram to illustrate quantitative relations. On the contrary, US teachers usually used symbolic rather than visual representations in their classroom practice. In another comparative study, Uesaka, Manalo and Ich”