caa a22 4500 463246365 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20070301xx s 000 0 eng 10.1007/s10763-006-9040-0 doi (NATIONALLICENCE)springer-10.1007/s10763-006-9040-0 Comparing US and Japanese Elementary School Teachers' Facility for Linking Rational Number Representations [Elektronische Daten] [Bryan Moseley, Yukari Okamoto, Junichi Ishida] Using cognitive ethnography as a guiding framework, we investigated US and Japanese fourth-grade teachers' domain knowledge of key fraction representations in individual interviews. The framework focused on revealing cultural trends in participants' organization of knowledge and their interpretations of that organization. Our analyses of the interviews, which included a representation sorting task, indicated three major differences that defined US and Japanese teachers' approaches to rational number representation: (1) Japanese teachers interpreted all rational number representations as conveying primarily mathematical information, whereas US teachers interpreted only some representations as conveying primarily mathematical information; (2) the US teachers focused more intently on part-whole relations than Japanese in their interpretations; and (3) Japanese teachers more easily linked rational number representations to more advanced upcoming content in the curriculum. A review of US textbooks used by the teachers reflected their consistency with US teachers' interpretations of the representations. These findings imply that strong cultural differences underlay the approaches that teachers in both nations take to rational number representation and that these differences may help explain established cross-national differences in student reasoning. National Science Council, Taiwan, 2006 cognitive nationallicence cross-national research nationallicence ethnography nationallicence rational number understanding nationallicence teacher knowledge nationallicence Moseley Bryan College of Education, Department of Educational & Psychological Studies, Florida International University, 11200 SW 8th St., 33199, Miami, FL, USA aut Okamoto Yukari UC Santa Barbara, 93106, Santa Barbara, CA, USA aut Ishida Junichi Yokohama National University, 240-8501, Yokohama, Japan aut International Journal of Science and Mathematics Education Springer Netherlands 5/1(2007-03-01), 165-185 1571-0068 5:1<165 2007 5 10763 https://doi.org/10.1007/s10763-006-9040-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-006-9040-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Moseley Bryan College of Education, Department of Educational & Psychological Studies, Florida International University, 11200 SW 8th St., 33199, Miami, FL, USA aut NATIONALLICENCE 700 1- Okamoto Yukari UC Santa Barbara, 93106, Santa Barbara, CA, USA aut NATIONALLICENCE 700 1- Ishida Junichi Yokohama National University, 240-8501, Yokohama, Japan aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Springer Netherlands 5/1(2007-03-01), 165-185 1571-0068 5:1<165 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer