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Peer reviewedMayer, Richard E.; And Others – Journal of Educational Psychology, 1991
A mathematics achievement test was taken by 132 U.S. and 110 Japanese fifth graders. Scores were higher for the Japanese, and relatively better for computation than problem solving. The reverse was true for the U.S. students. Results are discussed in terms of amount and kind of exposure to mathematics. (SLD)
Descriptors: Achievement Tests, Comparative Testing, Computation, Cross Cultural Studies
