整理国际教育成就评价协会发起和组织的国际教育评价研究和评测活动的相关研究成果,不难看出,中国,乃至受中国文化影响的新加坡、日本、中国台湾、韩国等国家和地区的小学生,数学成绩一直远远超过美国。尽量绕开国际教育成就评价协会研究者的定势结论,访谈与问卷中国、美国小学数学教师对具体数学知识的理解,并以退位减法为例,可以发现教师不同的数学认识带来不同的教学呈现和不同的应对学生学习的处理方式,从而应然产生学生不同的知识表征,这造就了小学生数学学习的差距。 Finishing the relevant research results of the international education evaluation research and evaluation activities initiated and organized by the International Association for Educational Achievement Evaluation, it is easy to see that China, even pupils and students of primary schools in Singapore, Japan, Taiwan, Korea and other countries and regions affected by Chinese culture Achievements have far exceeded the United States. As far as possible bypassing the conclusions and interviews and questionnaires of researchers of International Association for the Evaluation of Educational Achievement, China and the United States of America primary school mathematics teachers to understand the specific mathematical knowledge, and taking the abort subtraction as an example, we can find that different mathematics knowledge of teachers bring different teaching Presenting and different ways to deal with student learning should lead to different knowledge representation of students, which creates the gap between pupils learning mathematics.