Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking

An in-depth analysis of the major early numerical aspects (single-digit and multidigit addition and subtraction) in a representative Chinese textbook series and a US textbook series (Math Expressions) with major East Asian components illustrated how linguistic issues create different teaching and learning tasks for the same mathematical topic and how additional meaning-making supports may be needed in the US. Analyses of multidigit methods in several East Asian textbooks revealed a wide range of written-numeric support of the steps in these operations. Coherence and learning paths in both programs were identified. A framework that identifies elements of a coherent learning path of meaning-making supports is proposed to facilitate future cross-cultural analyses.