ABSTRACT
American children’s mathematics performance is inadequate. In 2009, only 33% of fourth grade children nationwide were rated profi cient and only 6% were advanced. A large majority of fourth grade children performed at a substandard level (National Assessment of Educational Progress, 2009). When American children’s math performance is compared with that of children from other nations, the results are extremely disappointing. Children from East Asia outperform their American counterparts in mathematics achievement as early as preschool (Miller & Parades, 1996).
