Comparison of Fraction Vocabulary Proficiency Between Students in the United States and China

ABSTRACT This study compared the proficiency in mathematics vocabulary related to fractions among fourth‐grade students in the United States (US) and China. We adapted an English version of the Fraction Vocabulary Measure into a Chinese version and collected data from 362 Chinese and 428 US fourth‐grade students. Our results indicated that the Chinese version of the Fraction Vocabulary Measure displayed strong technical adequacy. Chinese students significantly outperformed their US peers in overall fraction vocabulary proficiency. Notably, their advantage was most evident in conceptual vocabulary and fraction number terms. In contrast, no significant difference emerged in procedural vocabulary performance between the two groups. These differences may be related to differences in instructional methods and languages between the two countries.