Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division

By Yeping Li, Xi Chen, Song A. An. 2009

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“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples (2011, methodology): “All examples in the four American textbooks are measurement models and only provided one problem-solving method ( Li, et al., 2009 ).”
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument (2015, background): “Still, research in cognitive psychology and mathematics education has repeatedly shown that children and even adults struggle with different aspects of rational numbers (Cramer et al. 2002; Li et al. 2009; Mazzocco and Devlin 2008; Vamvakoussi et al. 2012).”
Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division (2009, methodology): “While some researchers have tried to examine what is happening within the classroom that may make a lesson’s quality differ cross-nationally (e.g., Clarke, Keitel, & Shimizu, 2006; Stigler & Hiebert, 1999), others tried to explore some other factors (Li, 2007a), such as teachers’ mathematics knowled”