Do Cultural Norms Influence How Teacher Noticing Is Studied in Different Cultural Contexts? A Focus on Expert Norms of Responding to Students' Mathematical Thinking

Autor/inn/en	Dreher, Anika; Lindmeier, Anke; Feltes, Paul; Wang, Ting-Ying; Hsieh, Feng-Jui
Titel	Do Cultural Norms Influence How Teacher Noticing Is Studied in Different Cultural Contexts? A Focus on Expert Norms of Responding to Students' Mathematical Thinking
Quelle	In: ZDM: Mathematics Education, 53 (2021) 1, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dreher, Anika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01197-z
Schlagwörter	Cultural Influences; Norms; Teacher Behavior; Observation; Mathematics Teachers; Foreign Countries; Comparative Education; Vignettes; Cultural Context; Educational Quality; Taiwan; Germany + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Normwert; Teacher behaviour; Lehrerverhalten; Beobachtung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Vergleichende Erziehungswissenschaft; Quality of education; Bildungsqualität; Deutschland
Abstract	As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers' perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers' frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students' mathematical thinking can be different from a Taiwanese compared to a German perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01