I am looking for references to work similar to that of Takeshi Miyakawa (2016) comparing the case of proof in the Japanese and the French curricula, or Christine Knipping (2002) comparing proof teaching in German and French classes. These studies are illuminating about the impact of language, communication and culture on the actual meaning of "proof" in the school context. They also open questions -- and address them -- about the interaction between proof and the mathematical content at stake. I would like to make a survey on this issue. For that I need more references to bilateral or multilateral comparative studies.
There is "Opportunities to Learn Mathematical Proofs in Geometry: Comparative Analyses of Textbooks from Germany and Taiwan" by Yu-Ping Chang, available at https://mediatum.ub.tum.de/doc/1144037/document.pdf. As you probably know, Miyakawa is on Researchgate.
https://files.eric.ed.gov/fulltext/EJ1169838.pdf
Article Comparative analysis on the nature of proof to be taught in ...
Article A Comparative Analysis of High School Geometry Curricula: Wh...
https://www.nap.edu/read/11025/chapter/7#162
https://pdfs.semanticscholar.org/0514/6c7eda03a59624d3f4c35a09285cb70b027a.pdf
https://eric.ed.gov/?id=ED027206
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