Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 65

The DOI matches its Crossref record.

An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving

Cai, Jinfa·1998·Mathematics Education Research Journal
DOI 10.1007/bf03217121
Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/bf03217121

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 24

  1. Becker, J. P. (Ed.). (1992).Report of U.S.-Japan cross-mtional research on students’ problem solving behaviors. Columbus, OH: ERIC/SMEAC Clearinghouse. (ERIC Document Reproduction Service No. ED 351 204)
  2. Bradburn, M. B., & Gilford, D. M. (1990).A framework and principles for international comparative studies in education. Washington, DC: National Academic Press.
  3. Brown, S. I., & Walter, M. (1983).The art of problem posing. Philadelphia, PA: Franklin Institute Press.
  4. Cai, J. (1995).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 No. 7). Reston, VA: National Council of Teachers of Mathematics.
  5. Cai, J. (1997). Beyond computation and correctness: Contributions of open-ended tasks in examining U.S. and Chinese students’ mathematical performance.Educational Measurement: Issues and Practice, 26(1), 5–11. · doi:10.1111/j.1745-3992.1997.tb00580.x
  6. Cai, J., Magone, M., Wang, N., & Lane, S. (1996). Assessment: Describing student performance qualitatively.Mathematics Teaching in the Middle School, 1, 828–835. · doi:10.5951/mtms.1.10.0828
  7. Cai, J., & Silver, E. A. (1994). A cognitive analysis of Chinese students’ mathematical problem solving: An exploratory study. In D. Kirshner (Ed.),Proceedings of the Sixteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 3–9). Baton Rouge, LA: Louisiana State University.
  8. Cai, J., & Silver, E. A. (1995). Solution processes and interpretations of solutions in solving a division-with-remainder story problem: Do Chinese and U.S. students have similar difficulties?Journal for Research in Mathematics Education, 26, 491–497. · doi:10.2307/749435
  9. Ellerton, N. F. (1986). Children’s made-up mathematics problems: A new perspective on talented mathematicians.Educational Studies in Mathematics, 17, 267–271. · DOI · Paper page
  10. Husen, T. (1967).International study of achievement in mathematics: A comparison of twelve countries (Vols. 1–2). New York: John Wiley & Sons.
  11. Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.),Cognitive science and mathematics education (pp. 123–147). Hillsdale, NJ: Lawrence Erlbaum.
  12. Lapointe, A. E., Mead, N. A., & Askew, J. M. (1992).Learning mathematics. Princeton, NJ: Educational Testing Service.
  13. National Council of Teachers of Mathematics (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  14. National Council of Teachers of Mathematics (1991).Professional standards for teaching mathematics. Reston, VA: Author.
  15. Robitaille, D. F., & Garden, R. A. (1989).The IEA study of mathematics II: Contexts and outcomes of school mathematics. New York: Pergamon Press.
  16. Silver, E. A. (1994). On mathematical problem posing.For the Learning of Mathematics, 14(1), 19–28.
  17. Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students.Journal for Research in Mathematics Education, 27, 521–539. · DOI · Paper page
  18. Silver, E. A., Leung, S. S., & Cai, J. (1995). Generating multiple solutions for a problem: A comparison of the responses of U.S. and Japanese students.Educational Studies in Mathematics, 28, 35–54. · doi:10.1007/bf01273855
  19. Silver, E. A., Shapiro, L. J., & Deutsch, A. (1993). Sense-making and the solution of division problems involving remainders: An examination of students’ solution processes and their interpretations of solutions.Journal for Research in Mathematics Education, 24, 117–135. · doi:10.2307/749216
  20. Simon, H. A. (1989).Models of Thought (Vol. 2). New Haven: Yale University Press.
  21. Stevenson, H. W, Lee, S., Chen, C, Lummis, M., Stigler, J. W, Liu, F., & Fang, G. (1990). Mathematics achievement of children in China and the United States.Child Development, 61, 1053–1066. · DOI · Paper page
  22. Stevenson, H. W, & Stigler, J. W (1992).The learning gap. New York: Summit.
  23. Stigler J. W, Lee, S., & Stevenson, H. W (1990).Mathematical knowledge of Japanese, Chinese, and American elementary school children. Reston, VA: National Council of Teachers of Mathematics.
  24. U.S. Department of Education and National Center for Education Statistics (1996).Pursuing excellence (NCES Publication No. 97-198). Washington, DC: U.S. Government Printing Office.

Cited by

See all 65

Metadata

Authors
Cai, J.
Venue
Mathematics Education Research Journal
Publisher
Springer Science and Business Media LLC
Published
1998-04
Volume
10
Issue
1
Pages
37-50
ISSN
  • 1033-2170
  • 2211-050X
DOI
10.1007/bf03217121
Cited by
65
References
0
Language
en
Licence
www.springer.com/tdm (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving. https://app.cochat.ai/papers/10.1007/bf03217121
The paper
Cai, J. (1998). An investigation of U.S. and Chinese students’ mathematical problem posing and problem solving. Mathematics Education Research Journal. https://doi.org/10.1007/bf03217121

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.