Let me rebut at least a bit, re: memorization vs. logic. I’d consider a non-reply as being not worth your time as opposed to acquiescence. My understanding is that there is a lot of drilling, i.e. repetition, in the way Chinese learn math. That would seem to come from concentration, leading to memorization of patterns. That would show up especially on standardized , multiple choice test, at least it does for me. It also is reminiscent of my observation of children learning to read, at least English. Grandpa, “ Did she really read that or did she just memorize that from having it read to her?” Pretty soon, it becomes clear. It also comes into the argument that Gladwell presents, that Chinese students attribute math proficiency to effort ( it seems to me, a lot of memorization) vs. American kids attributing success to innate ability ( “it’s not worth the effort, I can’t do it”). So the old adage, practice makes perfect, aligning with effort more than talent. This is about comparing standardized proficiency tests from country to country, so it seems that except at the very elite end, the proficiency comes from memorization, not logic, with the written language learning very important in developing memorization skill.
Math, higher math, cannot be learned by memorization. It’s logic. Learning higher math is about LEARNING (acquired knowledge) about the logic of math. You can’t memorize it. You have to learn it.
If young folk in China a more good than others with math, it is due an educational emphasis on acquiring math skills, not rote memorization.