What Matters? Research Trends in International Comparative Studies in Mathematics Education

1. Front Matter

   Pages i-xxv

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2. Research on Curriculum Influence on Student Learning

   1. Front Matter

      Pages 1-1

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   2. What Can We Learn from Textbook Analysis?

      • Ji-Won Son, Jeri Diletti

      Pages 3-32

   3. Intended Treatment of Fractions and Fraction Operations in Mathematics Curricula from Japan, Korea, and Taiwan

      • Tad Watanabe, Jane-Jane Lo, Ji-Won Son

      Pages 33-61

   4. Comparing the Difficulty Level of Junior Secondary School Mathematics Textbooks in Five Nations

      • Yiming Cao, Libao Wu, Lianchun Dong

      Pages 63-81

   5. Uncovering the Label “Asian” in International Comparative Studies of Mathematics Education

      • Yoshinori Shimizu

      Pages 83-94

   6. Achievement Gaps in Mathematics and Opportunities to Learn: Insights from PISA 2012

      • Yan Zhu

      Pages 95-114

   7. Toward Understanding the Influence of Curriculum Resources on Students’ Mathematics Learning: Cross-National Perspectives on What Matters Where, When, and for Whom

      • Edward A. Silver

      Pages 115-120

3. Research on Institutional System of Mathematics Teacher Education

   1. Front Matter

      Pages 121-121

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   2. Knowledge Expectations Matter: Mathematics Teacher Preparation Programs in South Korea and the United States

      • Rae Young Kim, Seung Hwan Ham

      Pages 123-144

   3. Pre-service Teacher Training for Secondary School Mathematics in Japan and Korea

      • Masataka Koyama, Hee-chan Lew

      Pages 145-164

   4. Predictors of the Teaching Readiness of Future Secondary Mathematics Teachers: A Comparison of Singapore, Taiwan, and the United States

      • Ting-Ying Wang, Feng-Jui Hsieh

      Pages 165-185

   5. Similarities and Differences in Programs for Prospective Secondary Mathematics Teachers

      • Jeremy Kilpatrick

      Pages 187-195

4. Research on Improving Teacher Knowledge and Pedagogical Approaches

   1. Front Matter

      Pages 197-197

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   2. Cross-Cultural Lesson Planning Between the United States and South Korea

      • Woong Lim, Ji-Won Son

      Pages 199-213

   3. The Instructional Quality of Mathematics Student Teachers in the United States and Japan: The Possible Impact of the Structure of Student Teaching

      • Douglas Lyman Corey, Keith R. Leatham, Blake E. Peterson

      Pages 215-236

   4. Reflective Capabilities of Mathematics Education Systems in China, Japan, and the United States

      • Thomas E. Ricks

      Pages 237-257

   5. Research on Improving Teacher Knowledge and Pedagogical Approaches: From a Comparative to a Collaborative Perspective

      • Sandra Crespo

      Pages 259-264

5. Cross-national Comparative Studies with Large-Scale Data

   1. Front Matter

      Pages 265-265

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   2. Self-Concept, Self-Efficacy, and Mathematics Achievement: Students in 65 Regions Including the US and Asia

      • Ming Ming Chiu

      Pages 267-288

This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan. The book offers multiple perspectives on the important factors that contribute to mathematics teaching and learning in different educational systems and cultural contexts. Using large scale data generated by numerous international comparative studies, the book analyzes and provides context for various methodological perspectives.

The book raises compelling questions and issues for mathematics education researchers, leading to a critical examination of what can be learned from other education systems. Authors address four major research perspectives by critically examining cross-national similarities and differences, such as research on the influence of curriculum on student learning; research on institutional systems of mathematics teacher education; research on improving teacher knowledge and pedagogical approaches; and research using large-scale data. This collection of perspectives serves as a foundation for reviewing and analyzing the international comparative studies introduced in the book.

• Achievement gap and mathematics education
• Cross cultural lesson planning and mathematics education
• Cultural traditions and mathematics education
• International comparative studies and mathematics education
• International mathematics education
• Large scale data and mathematics education
• Learning gap and mathematics education
• Mathematics Education
• Mathematics teacher education
• Modeling and mathematics education
• Pedagogy and mathematics
• TEDS-M data and teacher readiness
• TIMSS
• Textbook analysis and mathematics education
• learning and instruction

• Department of Learning and Instruction, University at Buffalo–The State University of New York, Buffalo, USA

  Ji-Won Son

• Department of Mathematics, Kennesaw State University, Kennesaw, USA

  Tad Watanabe

• Department of Mathematics, Western Michigan University, Kalamazoo, USA

  Jane-Jane Lo

Jin-Won Son is an Assistant Professor of Mathematics Education at University of Buffalo - SUNY's Department of Learning and Instruction. 
Tad Watanabe is a Professor of Mathematics Education at Kennesaw State University's Department of Mathematics. 
Jane-Jane Lo is a Professor of Mathematics Education at Western Michigan University's Department of Mathematics.

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