ABSTRACT
This chapter begins with the fact that key groups-nations, social classes; races differ dramatically in school mathematics achievement. To explain group differences in school mathematics achievement, previous research has highlighted motivation, education, and "intelligence". The chapter explores a different possible mediator, namely informal mathematical thinking. In view of the potential importance of informal knowledge for later education, the chapter focuses on its emergence in key groups of preschool children. According to recent international comparisons, children from various Asian countries exhibit superior mathematics performance. To explain Asians' superior mathematics achievement, one body of research has focused on motivational explanations, including parents' high expectations for their children, and parents' beliefs in the importance of effort rather than inherent ability in producing academic success. School achievement varies by "race" within the US In general, African-American and Hispanic children eventually do poorly in school mathematics and science; Asian-American children do extremely well; and White children fall in between the two extremes.
