Have You Worked With The Ramoplanin You Were Proud Of?

frontiersin.org/article/10.3389/fpsyg.2015.00913 Click here for additional data file.(19K, DOCX)""Comparisons of arithmetical performance of children in different countries have consistently shown significant differences (e.g., TIMSS, 1996; OECD, 2014). There are many possible cultural differences that may influence arithmetical development. These may include attitudes to mathematics or to academic Ramoplanin skills in general; methods of mathematics education; the amount of time that is devoted to arithmetic teaching in school, and the economic or political situation of a country. The cultural issue that will be considered in the present article is language. Children in Pacific Rim countries, such as China, Japan, and Korea, show superior performance in arithmetic (e.g., Fuson and Kwon, 1992; Miller et al., 1995; Miura and Okamoto, 2003), which is often attributed to the regularity of Asian counting systems. A regular counting system is purely multiplicative, meaning if the oral counting system corresponds closely to the written number word system, then children need only learn the digit names of one to nine and of multiples (i.e., 10, 100, 1000), to be able to say any number word up to 9999. Irregular counting systems on the other hand, such as English, include number words that do not show a one-to-one correspondence with the Arabic written system, such as teen numbers, e.g., ��thirteen,�� and multiples of ten, e.g., ��twenty,�� which consequently need to be learned separately. These differences in the degree to which the spoken and written number systems of languages coincide with each other have been suggested as an explanation for some of the results of international comparisons of arithmetical performance of children, as a regular counting system might facilitate children's learning to count to higher numbers, and might also increase their understanding of place value concepts. Though systematic research on the subject began relatively recently, the idea that counting systems may influence arithmetical ability has been proposed for a long time. Two-hundred years ago, Edgeworth and Edgeworth (1798) posited the English language's highly irregular counting system as a possible disadvantage to English speakers when developing arithmetical skills. Although the cross-cultural differences that have been found in arithmetical performance could be due to differences in number word systems, the fact that some countries with transparent counting systems also show superior results in mathematics performance does not prove a causal relationship. Other cross-cultural differences, such as those mentioned above, could also be contributing to mathematical performance differences. In order to assess the impact of counting system on the development of numerical skills, it is important to rule out other differences as much as possible. Studies of children living in Wales offer a promising solution to this problem.