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...m that the transparency of Korean fraction names promotes fraction concepts. In Experiment 1, U.S. and Korean first and second graders made similar errors on a fraction-identification task, by treating fractions as whole numbers. Contrary to previous findings, Korean children performed at chance when a whole-number representation was included. Nonetheless, Korean children outperformed their U.S. peers overall. In Experiment 2, U.S. children’s performance improved when fraction names were used that explicitly referred to part-whole relations like Korean fraction names. U.S. children’s scores actually exceeded those of Korean children. Thus, although the differences in fraction names may influence children’s performance, this may not account for the reported cross national differences. Yet another test shows that by making the language direct makes it easier for children to understand and grasp the reasoning. For example, Miller and Stigler in 1987 compared Chinese and U.S. children’s ability to count. Chinese numbers are more regular than English counting system where irregularly formed decade names. (Ex. Twenty, thirty, forty) The study showed that Chinese children counted substantially higher and made fewer number word errors than did U...