Cross-national studies on the teaching and learning of mathematics: where do we go from here?

While the prevailing research interest in East-West comparative studies still seems to be on explaining the superior performance of East Asian students, the time has come for researchers from both areas to focus on what countries can learn from one another. This commentary cites some of the most significant lessons learned from the papers in this special issue and asks additional research questions that might be worth pursuing. However, learning does not end in articulating similarities and differences between cultures and adopting the best practices that these cultures offer. It is hoped that countries will continue to work for increased partnerships and collaboration, greater understanding, and deeper appreciation of individual countries' uniqueness with the end goal of improving the quality of mathematics teaching and learning for all. [ABSTRACT FROM AUTHOR]