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

Part I. Research on Curriculum Influence on Student Learning

1. What Can We Learn from Textbook Analysis?
Ji-Won Son, Jeri Diletti

2. Intended Treatment of Fractions and Fraction Operations in Mathematics Curricula from Japan, Korea, and Taiwan
Tad Watanabe, Jane-Jane Lo, Ji-Won Son

3. Comparing the Difficulty Level of Junior Secondary School Mathematics Textbooks in Five Nations
Yiming Cao, Libao Wu, Lianchun Dong

4. Uncovering the Label “Asian” in International Comparative Studies of Mathematics Education
Yoshinori Shimizu

5. Achievement Gaps in Mathematics and Opportunities to Learn: Insights from PISA 2012
Yan Zhu

6. 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

Part II. Research on Institutional System of Mathematics Teacher Education

7. Knowledge Expectations Matter: Mathematics Teacher Preparation Programs in South Korea and the United States
Rae Young Kim, Seung Hwan Ham

8. Pre-service Teacher Training for Secondary School Mathematics in Japan and Korea
Masataka Koyama, Hee-chan Lew

9. 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

10. Similarities and Differences in Programs for Prospective Secondary Mathematics Teachers
Jeremy Kilpatrick

Part III. Research on Improving Teacher Knowledge and Pedagogical Approaches

11. Cross-Cultural Lesson Planning Between the United States and South Korea
Woong Lim, Ji-Won Son

12. 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

13. Reflective Capabilities of Mathematics Education Systems in China, Japan, and the United States
Thomas E. Ricks

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

Part IV. Cross-national Comparative Studies with Large-Scale Data

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

16. What Do TIMSS Studies Show About Math Achievement Inequality? A Sociological Perspective
Seong Won Han, Ji-Won Son, Chungseo Kang

17. When Knowing Basic Skills and Procedures Is Not Enough
Kyong Mi Choi, Dae S. Hong

18. The WIFI Study: Students’ Valuing of Mathematics Learning in Hong Kong and Japan
Wee Tiong Seah, Takuya Baba, Qiaoping Zhang

19. Examining the Association Between Teacher Feedback and Mathematics Instruction in Japan, Korea, Singapore, and the United States
Seong Won Han, Ji-Won Son, Chungseo Kang

20. Large-Scale International Datasets—What We Can and Cannot Learn from Them, and How We Could Learn More
Sarah Theule Lubienski

Part V. Final Commentary

21. Reflections on Research Trends in International Comparative Studies in Mathematics Education
Gabriele Kaiser, Xinrong Yang

22. The Missing Link—Incorporating Opportunity to Learn in Educational Research Analyses
William H. Schmidt, Leland S. Cogan, Michelle L. Solorio

Avainsanat: Education, Mathematics Education, Learning & Instruction