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A Cognitive Analysis of U.S. and Chinese Students' by Jinfa Cai

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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388). The scoring of mathematical performance should align with Sternberg's proposal for future testing. In particular, a detailed cognitive analysis of students' work in solving mathematical problems is needed in order to examine cross-national similarities and differences. The cognitive analysis of students' work in solving mathematical problems should be conducted on the basis of critical cognitive aspects of the process including solution strategies, mathematical misconceptions, mathematical justifications, and modes of representation.

Students. S. sample (1 19 girls and 131 boys). The investigator had three potential locations in China as research sites: Beijing, Lanzhou (Gansu province), and Guiyang (Guizhou province). Beijing, the capital city of China, has many characteristics that make it unique compared to other cities in China. Therefore, Lanzhou and Guizhou were chosen as research sites, since they are more representative of China as a whole. In particular, the Chinese sample was chosen to include students from common schools (240) and from key schools (185) in Lanzhou and Guizhou cities.

And Chinese students apply and the success of those applications can provide information regarding their mathematical thinking and reasoning. Mathematical misconceptions. The study of misconceptions is also related to the study of human cognition, particularly to the study of the nature of competent performance and learning. , Glaser, 1987) have concluded that conceptual changes are an important part of learning-that is, the changes that occur as knowledge and complex cognitive strategies are acquired.

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