By Jinfa Cai

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Additional resources for A Cognitive Analysis of U.S. and Chinese Students' Mathematical Performance on Tasks Involving Computation, Simple Problem Solving, and Complex problem solving (Journal for Research in Mathematics Education, Monograph, N.º 7)

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Sometimes, the differences in test scores may not reflect differences in the traits purported to be measured by the tests (Berry, Poortinga, Segall, & Dasen, 1992). There are two main methodological issues in a crossnational study: sampling methodology and data collection procedures. Sampling methodology. S. and Chinese Students' Mathematical Problem Solving 29 sampling. Both Bracey (1992, 1993) and Rotberg (1990) asserted that samples of students in some cross-national studies in mathematics were not representative of the respective populations.

8 hours per week for Japanese students, and 4 hours per week for Chinese students. S. 7 hours per week for Chinese students. S. students spend fewer days in school each year and fewer hours in school each day, but they also spent a lower percentage of school time participating in academic activities. S. S. students spent as much as or even more school time on mathematics than students in some Asian countries. S. S. students (228 minutes per week). S. students had more instruction in mathematics in school than the students from Korea (179 minutes per week) and Taiwan (204 minutes per week).

The survey of the teachers for the third-level students in junior high schools (ninth graders) showed that only 37% of Chinese mathematics teachers had college-level education (Tian & others, 1989). S. S. S. public-school teachers. S. private schools are generally not vocational in nature but place an emphasis on academics, which is very similar to programs in Chinese regular schools. In the United States, private-school students take more hours in mathematics and spend more time on their homework than students in public schools (Cookson, 1989).

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