Abstract
Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse areas, and examines in depth the contributions of analyses of one type of environment to one type of learning: how biased distributions of problems in mathematics textbooks influence children's learning of fraction arithmetic. We find extensive parallels between types of problems that are rarely presented in US textbooks and problems where children in the US encounter greater difficulty than might be expected from the apparent difficulty of the procedures involved. We also consider how some children master fraction arithmetic despite also learning the textbook distributions. Finally, we present findings from a recent intervention that indicates how children's fraction learning can be improved.
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