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Table of Contents
What can we learn from textbook analysis?
The characteristics of Chinese textbooks from the perspective of international comparative studies
Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan
A comparative study on the difficulty level of mathematics textbooks in junior high school
Discursive approaches to teaching and learning mathematics in Korea and the U.S.
Uncovering the label "Asian" in international comparative studies in mathematics
Commentary
Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs
Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States
A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea
Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach
Commentary
Cross cultural lesson planning and narrowing the teaching gap between the U.S. and Korea
Enriching the ecosystem of educational cultures to enhance teacher preparation programs
Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers
Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students
Patterns of eighth grade students' mathematical cognitive abilities
What do TIMSS studies show about math achievement inequality
Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK
Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA
Final Commentary.
The characteristics of Chinese textbooks from the perspective of international comparative studies
Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan
A comparative study on the difficulty level of mathematics textbooks in junior high school
Discursive approaches to teaching and learning mathematics in Korea and the U.S.
Uncovering the label "Asian" in international comparative studies in mathematics
Commentary
Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs
Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States
A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea
Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach
Commentary
Cross cultural lesson planning and narrowing the teaching gap between the U.S. and Korea
Enriching the ecosystem of educational cultures to enhance teacher preparation programs
Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers
Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students
Patterns of eighth grade students' mathematical cognitive abilities
What do TIMSS studies show about math achievement inequality
Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK
Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA
Final Commentary.