| Popis: |
East Asian students routinely outperform their American peers in cross-national comparisons of mathematics proficiency. In this chapter, we review and critique the traditional approach to this finding, which depicts math proficiency as a direct effect of cross-national differences in educational inputs. In contrast, we present and review evidence in favor of a cognitive theory that locates the mechanism of nation effects on math proficiency in cognitive mediators (representations of symbolic numeric magnitude) that improve all students' ability to learn from direct educational inputs but which are supported in East Asian children before the start of formal schooling. |
