Searching Continues for the Identity of East Asian Mathematics Education: Impact of Leung (2001)

Zhu, Yan; Cai, Jinfa

doi:10.1007/978-3-031-90518-6_2

Yan Zhu⁵ &
Jinfa Cai⁶

Part of the book series: Research in Mathematics Education ((RME))

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Abstract

Frederick Leung’s 2001 paper on East Asian mathematics education has had a profound and lasting impact on the field, elucidating the cultural factors that shape student success. Notwithstanding the East Asian educational tradition’s emphasis on rote memorization, exam-driven curricula, and teacher-centered classrooms, students in the region have consistently demonstrated superior performance compared to their Western counterparts on international assessments. Leung examined six key contrasts between East Asian and Western educational philosophies and put forth the argument that the success of East Asian students is rooted in cultural values that emphasize discipline, effort, and mastery of content. Leung’s paper has been referenced over 500 times and has become a foundational text in the field of cross-cultural mathematics education, prompting critical discourse on key issues such as the optimal balance between memorization and conceptual understanding, the role of motivation, and the impact of pedagogical structures. Furthermore, it has prompted further research into the impact of differing educational philosophies on student outcomes. It continues to inform global debates on educational practices and reform, underscoring the significance of cultural contexts in shaping educational policies worldwide.

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Beyond Asian and Western Traditions of Mathematics Education

The Influence of Culture on Students’ Mathematics Achievement in East Asia

Toward Understanding the Influence of Curriculum Resources on Students’ Mathematics Learning: Cross-National Perspectives on What Matters Where, When, and for Whom

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Authors and Affiliations

School of Mathematics Science, East China Normal University, Shanghai, China
Yan Zhu
Department of Mathematical Sciences, University of Delaware, Newark, DE, USA
Jinfa Cai

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Yan Zhu
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Jinfa Cai
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Correspondence to Jinfa Cai .

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Editors and Affiliations

School of International Studies and Education, University of Technology Syndey, Sydney, Australia
Mun Yee Lai
Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, TN, USA
Rongjin Huang

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Zhu, Y., Cai, J. (2025). Searching Continues for the Identity of East Asian Mathematics Education: Impact of Leung (2001). In: Lai, M.Y., Huang, R. (eds) Culture Matters to Mathematics Teaching and Learning. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-90518-6_2

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DOI: https://doi.org/10.1007/978-3-031-90518-6_2
Published: 18 June 2025
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-90517-9
Online ISBN: 978-3-031-90518-6
eBook Packages: EducationEducation (R0)

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