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This study compared area lessons from Korean textbooks and US standards-based textbooks to understand differences and similarities among these textbooks, as well as how these textbooks address known learning challenges in area measurement. Several well-known challenges have been identified in previous studies, such as covering, array structure, and linking array structure to area formula. We were interested in knowing if textbooks addressed these issues in their treatments of area measurement, and in doing so provided students with opportunities to overcome or become familiar with known challenges. The results show that both countries textbooks demonstrated similar limitations, only few area and area related lessons are covered and three important learning challenges in area measurement are not covered well, which need to be informed to practicing teachers. [ABSTRACT FROM AUTHOR]

The purpose of this research is to gather empirical evidence for the attribution theory (Weiner, 1979) about students' learned helpless when doing mathematics. Korean and Finnish students' responses in PISA 2012 were analyzed with the ordinal regression analysis. For all observed cases, Korean students showed higher probabilities to feel learned helpless than Finnish students. Similar patterns between the two countries were found when students attributed their failure to either ability or task difficulty. For the other attributions, different relationships were found. The findings were generally corresponding to what the attribution theory claimed. However, the differences between Korea and Finland showed necessity of cultural factors in addition to the attribution theory to explain students' learned helpless. [ABSTRACT FROM AUTHOR]

The article discusses a study on relationships among reasoning practices in mathematics and science instructions in the U.S. The study used the TIMSS 2011 assessment framework to examine reasoning domains. It analyzed fourth-grade students' responses in subcategories of reasoning domains using the Generalized DINA. The path analysis was also used to demonstrate the relationships between reasoning domains.

An abstract of the article "Use of Examples in Teaching Calculus: Focus on Continuity" by Jihyun Hwang and Dae S. Hong is presented.

An abstract of the article "How Are Cognitive Domains Correlated in Mathematics and Science?" by Jihyun Hwang and colleagues is presented.

An abstract of the article "A Model of Cognitive Domains in Mathematics and Science Based on Conditional Probabilities" by Jihyun Hwang, Kyong Mi Choi and Brian Hand is presented.

The article focuses on a study which explores how four middle school mathematics teachers in the U.S. apply Cognitive Diagnosis Model-based formative assessment data for future instruction. It presents a report released by the Department of Education which reveals that teachers desired to examine students' performance results of assessment in classroom level, specific mathematics concepts, and item analysis.