A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks

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Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, methodology): “Ding and Li (2010) reported that Chinese textbooks mainly used word problems involving equal groups and multiplicative comparison models to illustrate this property.”
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, methodology): “In particular, the number line and tape diagrams (drawings that look like tapes, strips, or bars, used to illustrate quantitative relationships), commonly used in Asian curricula (Ding & Li, 2010; Murata, 2008), were powerful tools to connect concrete and abstract (Pashler et al., 2007).”
Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges (2016, background): “This stance toward the contribution of curricular content to student learning aligns with the positions expressed by other researchers who have carried out similar analyses on different mathematical topics (Charalambous et al., 2010; Ding & Li, 2010; Li, Deng, Capraro, & Capraro, 2008).”