Language supports for mathematics understanding and performance

The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise

Volumn , Issue , 2003, Pages 229-242

  Miura, Irene T ^a   Okamoto, Yukari ^b  

^a SAN JOSE STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846826916     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410607218     Document Type: Chapter

References (40)

1. Addison-Wesley Mathematics: Grade 2. (1993). Menlo Park, CA: Addison-Wesley.
2. Baroody, A.J. (1987, April). Video tape workshops for teachers: A cognitive perspective on early number development. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
3. Butterworth, B. (1999). The mathematical brain. London: Macmillan.
4. Cobb, P. (1993, April). Cultural tools and mathematical learning: A case study. Paper presented at the annual meetings of the American Educational Research Association, Atlanta, GA.
5. CSU Institute for Education Reform. (1997). Lessons in perspective: How culture shapes math instruction in Japan, Germany and the United States. Sacramento, CA: Author.
6. Downing, P. (1986). Anaphoric use or classifiers in Japanese. In C. Craig (Ed.), Noun classes and categorization: Proceedings of a symposium on categorization and noun classification (pp. 345-375). Amsterdam: Benjamins.
7. Fuson, K.C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7, 343-403.
8. Hatano, G. (1988). Social and motivational bases for mathematical understanding. In G.B. Saxe & M. Gearhart (Eds.), Children's mathematics (pp. 55-70). San Francisco: Jossey-Bass.
9. Hess, R.D., Chang, C.-M., & McDevitt, T.M. (1987). Cultural variations in family beliefs about children's performance in mathematics: Comparisons among People's Republic of China, Chinese-American, and Caucasian-American families. Journal of Educational Psychology, 79, 179-188.
10. Hunting, R.P., & Sharpley, C.F. (1988). Fraction knowledge in preschool children. Journal for Research in Mathematics Education, 19, 175-180.
11. Kieren, T.E. (1988). Personal knowledge of rational numbers: Its intuitive and formal development. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 162-181). Reston, VA: Author.
12. LaPointe, A.E., Mead, N.A., & Philips, G.W. (1989). A world of differences (Rep. No. 19CAEP-01). Princeton, NJ: Educational Testing Service.
13. Mack, N.K. (1993). Learning rational numbers with understanding: The case of informal knowledge. In T.P. Carpenter, E. Fennema, & T.A. Romberg (Eds.), Rational numbers: An integration of research (pp. 85-106). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Mathematics achievement in the middle school years: lEA's Third International Math and Science Study. (1996). Chestnut Hill, MA: TIMSS International Study Center.
15. Matsumoto, K. (1985). A study of tense and aspect in Japanese (Doctoral dissertation, University of Southern California, 1981). Dissertation Abstracts, 46, 966-A.
16. McKnight, C.C., Crosswhite, F.J., Dossey, J.A., Kifer, E., Swafford, J.O., Travers, K.J., & Cooney, T.J. (1987). The underachieving curriculum: Assessing U.S. school mathematics from an international perspective. Champaign, IL: Stipes.
17. Miller, K.F. (1996). Origins of quantitative competence. In R. Gelman & T.K.-F. Au (Eds.), Perceptual and cognitive development (pp. 213-241). San Diego, CA: Academic Press.
18. Miller, K.F., Smith, C.M., Zhu, J., & Zhang, H. (1995). Preschool origins of cross-national differences in mathematical competence: The role of number-naming systems. Psychological Science, 6, 56-60.
19. Miller, K.F., & Stigler, J.W. (1987). Counting in Chinese: Cultural variation in a cognitive skill. Cognitive Development, 2, 279-305.
20. Miura, I.T. (1987). Mathematics achievement as a function of language. Journal of Educational Psychology, 79, 79-82.
21. Miura, I.T., Kim, C.C., Chang, C.-M., & Okamoto, Y. (1988). Effects of language characteristics on children's cognitive representation of number: Cross-national comparisons. Child Development, 59, 1445-1450.
22. Miura, I.T., & Okamoto, Y. (1989). Comparisons of U.S. and Japanese first graders' cognitive representation of number and understanding of place value. Journal of Educational Psychology, 81, 109-113.
23. Miura, I.T., Okamoto, Y., Kim, C.C., & Sato, S. (1998, July). Contextual influences on determining singular and plural meaning in Japanese and Korean. Paper presented at the biennial meetings of the International Society for the Study of Behavioral Development, Berne, Switzerland.
24. Miura, I.T., Okamoto, Y., Kim, C.C., Steere, M., & Fayol, M. (1993). First graders' cognitive representation of number and understanding or place value: Cross-national comparisons-France, Japan, Korea, Sweden, and the United States. Journal of Educational Psychology, 85, 24-30.
25. Miura, I.T., Okamoto, Y., Kim, C.C., Vlahovic-Stetic, V., Han, J.H., Lemaire, P., & Hatano, G. (2000, July). The development of numerical fraction understanding: Cross-national comparisons. Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development, Beijing, China.
26. Miura, I.T., Okamoto, Y., Vlahovic-Stetic, V., Kim, C.C., & Han, J.H. (1999). Language supports for children's numerical fractions: Understanding of cross-national comparisons. Journal of Experimental Child Psychology, 74, 356-365.
27. Mordkowitz, E.R., & Ginsburg, H.P. (1987). Early academic socialization of successful Asian American college students. Quarterly Newsletter of the Laboratory for Comparative Human Cognition, 9, 85-91.
28. Naganuma, N., & Mori, K. (1962). Practical Japanese. Tokyo: Tokyo School of the Japanese Language.
29. Nunes, T. (1992). Cognitive invariants and cultural variation in mathematical concepts. International Journal of Behavioral Development, 15, 433-453.
30. Nunes, T. (1997). Systems of signs and mathematical reasoning. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective (pp. 28-44). Hove, East Sussex, England: Psychology Press.
31. Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, England: Blackwell.
32. Rogoff, B. (1990). Apprenticeship in thinking. Cognitive development in social context. New York: Oxford University Press.
33. Sanches, M. (1977). Language acquisition and language change: Japanese numeral classifiers. In B.G. Blount & M. Sanches (Eds.), Sociocultural dimensions of language change (pp. 51-62). New York: Academic Press.
34. Saxe, G.B. (1982). Developing forms of arithmetic operations among the Oksapmin of Papua New Guinea. Developmental Psychology, 18, 583-594.
35. Soga, M. (1984). Tense and aspect in modern colloquial Japanese. Papers in Linguistics, 17(2), 223-233.
36. Song, M.-J., & Ginsburg, H.P. (1987). The development of informal and formal mathematics thinking in Korean and U.S. children. Child Development, 58, 1286-1296.
37. Steffe, L.P., Cobb, P., & von Glasersfeld, E. (1988). Construction of arithmetical meanings and strategies. New York: Springer-Verlag.
38. Stevenson, H.W., & Stigler, J.W. (1992). The learning gap. New York: Summit.
39. Stevenson, H.A., Lee, S.-Y., & Stigler, J.W. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 593-699.
40. Towse, J., & Saxton, M. (1998). Mathematics across national boundaries: Cultural and linguistic perspectives on numerical competence. In C. Donlan (Ed.), The development of mathematical skills (pp. 129-150). Hove, East Sussex, England: Psychology Press.