This essay focuses on performance differences of math education. East Asian counting systems also incorporate the base-ten concept, which is necessary
In contrast, English speakers have to learn a number of irregular number words and prefixes to count past 10, such as “eleven,” “twelve,” and “thirteen.” Chinese preschoolers make fewer errors when they are learning to count than American children do (Miller & Stigler, 1987) because they have fewer unique number words to keep track of. Further, East Asian counting systems also incorporate the base-ten concept, which is necessary for learning how to do multidigit arithmetic, in a more straightforward way than English does. As a result, English speakers need more conceptual support for the base-ten concept than do speakers of East Asian languages (Fuson, Stigler, & Bartsch, 1988; Miura, 1987).
appears to contribute to the differences in the ease of learning basic mathematical concepts (Fuson, 1988; Gladwell, 2008; Miller, Smith, Zhu, & Zhang, 1995). In sum, the convergence of a variety of cultural factors can be seen in the performance differences of math education between East Asian and American children. Education shapes the way that people think, but education practices. It is themselves are also shape by cultural attitudes,In terms of gambling, attitudes can shift over time. For example, as consumerism becomes more prevalent, society’s view of gambling becomes more positive. When a society views gambling positively, it becomes normalized and, therefore, easier for people to regularly gamble. Another reason why gambling attitudes shift over time could be due. This is to a cyclical process of excessive gambling followed by social disapproval. values, and even features of the language.