Mathematics Education in Different Cultural Traditions- A Comparative Study of East Asia & the West: The 13th ICMI Study Book

	Mathematics education in different cultural traditions : a comparative study of East Asia and the West - discussion document	1
	Mathematics education in East Asia and the West : does culture matter?	21
Sect. 1	Context of mathematical education - introduction	47
Ch. 1-1	A traditional aspect of mathematics education in Japan	51
Ch. 1-2	From Wasan to Yozan	65
Ch. 1-3	Perceptions of mathematics and mathematics education in the course of history - a review of western perspectives	81
Ch. 1-4	Historical topics as indicators for the existence of fundamentals in educational mathematics	95
Ch. 1-5	From "entering the way" to "exiting the way" : in search of a bridge to span "basic skills" and "process abilities"	111
Ch. 1-6	Practice makes perfect : a key belief in China	129
Ch. 1-7	The origins of pupils' awareness of teachers' mathematics pedagogical values : Confucianism and Buddhism-driven	139
Sect. 2	Curriculum - introduction	153
Ch. 2-1	Some comparative studies between French and Vietnamese curricula	159
Ch. 2-2	An overview of the mathematics curricula in the West and East	181
Ch. 2-3	Classification and framing of mathematical knowledge in Hong Kong, Mainland China, Singapore, and the United States	195
Ch. 2-4	Comparative study of arithmetic problems in Singaporean and American mathematics textbooks	213
Ch. 2-5	A comparative study of the mathematics textbooks of China, England, Japan, Korea, and the United States	227
Ch. 2-6	A comparison of mathematics performance between East and East : what PISA and TIMSS can tell us	239
Ch. 2-7	Case studies on mathematics assessment practice in Australian and Chinese primary schools	261
Ch. 2-8	Philippine perspective on the ICMI comparative study	277
Sect. 3	Teaching and learning - introduction	285
Ch. 3-1	The TIMSS 1995 and 1999 video studies	291
Ch. 3-2	Proposal for a framework to analyse mathematics education in eastern and western traditions	319
Ch. 3-3	Cultural diversity and the learner's perspective : attending to voice and context	353
Ch. 3-4	Mathematics education in China : from a cultural perspective	381
Ch. 3-5	Mathematics education and information and communication technologies : an introduction	391
Ch. 3-5a	Cultural awareness arising from Internet communication between Japanese and Australian classrooms	397
Ch. 3-5b	The international distance learning activities of HSARUC	409
Ch. 3-5c	Distance learning between Japanese and German classrooms	415
Sect. 4	Values and beliefs - introduction	427
Ch. 4-1	Comparing primary and secondary mathematics teachers' beliefs about mathematics, mathematics learning and mathematics teaching in Hong Kong and Australia	435
Ch. 4-2	The impact of cultural differences on middle school mathematics teachers' beliefs in the U.S. and China	449
Ch. 4-3	U.S. and Chinese teachers' cultural values of representations in mathematics education	465
Ch. 4-4	A comparison of mathematical values conveyed in mathematics textbooks in China and Australia	483
Ch. 4-5	Values and classroom interaction : students' struggle for sense making	495
Ch. 4-6	Trip for the body, expedition for the soul : an exploratory survey of two East Asian teachers of mathematics in Australia	523
Ch. 4-7	Conceptualising pedagogical values and identities in teacher development	537
Sect. 5	Outlook and conclusions - introduction	549
Ch. 5-1	Elements of a semiotic analysis of the secondary level classroom in Japan	553
Ch. 5-2	Other conventions in mathematics and mathematics education	567
Ch. 5-3	What comes after this comparative study - more competitions or more collaborations?	581