BishopJ.H (1989). Is the test score decline responsible for the productivity growth decline? American Economic Review, 79, 178–197.
2.
CrosswhiteF.J.DosseyJ-A-SwaffordJ.O.McKnightC.C.CooneyT.J. (1985). Second International Mathematics Study summary report for the United States. Champaign, IL: Stipes.
3.
FusonK.C.StiglerJ.W.BartschK, (1988). Grade placement of addition and subtraction topics in Japan, Mainland China, the Soviet Union, Taiwan, and the United States. Journal for Research in Mathematics Education, 19, 449456.
4.
GearyD.C. (1994). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
5.
GearyD.C. (1995) Reflections of evolution and culture in children's cognition: implications for mathematical development and instruction, American Psychologist, 50, 24–37.
6.
GearyD.C.FanL.Bow-ThomasC.C. (1992). Numerical cognition: Loci of ability differences comparing children from China and the United States. Psychological Science, 3, 180–185.
7.
GearD.C.SalthouseT.A.ChenG. P.FanL. (1996). Are East Asian versus American differences in arithmetical ability a recent phenomenon? Developmental Psychology, 32. 254–262.
8.
HatannoG. (1990), Toward the cultural psychology of mathematical cognition. Commentary on StevensonH.W.LeeS-YChenC.StiglerJ.W.HsuC.C.KitamuraS.Context of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55(1–2, Serial No. 221).
9.
HusénL, (1967). International study of achievement in mathematics: A comparison of twelve countries (Vols. 1and2), New York: Wiley.
10.
LapointeA.E.MeadN.A.AskewJ.M. (1992), Learning mathematics, Princeton, N. J: Educational Testing Service.
11.
LynnR, (1982). IQ in Japan and the United States shows a growing disparity. Nature, 297, 222–223.
12.
LynnR. (1983). Reply to Stevenson and AzumaNature, 306, 292.
13.
MillerK.F.SmithCM.ZhuJZhangH. (1995). Preschool origins of cross-national differences in mathematical competence: The role of number-naming systems. Psychological Science, 6, 56–60.
14.
MillerM.D.LinnR.I. (1989). Cross-national achievement with differential retention rates. Journal for Research in Mathematics Education, 20. 28–40.
15.
MiuraI.T.OkamotoY.KimC.C.SteereM.FayolM. (1993). First graders' cognitive representation of number and understanding of place value: Cross-national comparisons– France, Japan, Korea, Sweden, and the United StatesJournal of Educational Psychology, 85, 24–30.
16.
PerryM.VanderStoepS.W.YuS.L. (1993). Asking questions in first-grade mathematics classes: Potential influences on mathematical thought, Journal of Educational Psychology, 85, 31–40.
17.
Rivera-BafizF.L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States, journal of Human Resources, 27, 313–328.
18.
SongM.J.GinsburgH.P. (1987). The development of informal and formal mathematical thinking in Korean and U.S. children. Child Development. 58, 1286–1296.
19.
StevensonH.W.ChenC.LeeS.Y. (1993) Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259, 53–58.
20.
StevensonH.W.StiglerJ.W. (1992). The learning gap; Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books.
21.
StevensonH.W.SliglerJ.W.LeeS.Y.LuckerG.W.KitamuraSHsuC.C (1985). Cognitive performance and academic achievement of Japanese, Chinese, and American children. Child Development, 56, 718–734.