Mathematics Teachers' Didactic Strategies: Examining the Comparative Potential of Low Inference Generic Descriptors

Autor/in	Andrews, Paul
Titel	Mathematics Teachers' Didactic Strategies: Examining the Comparative Potential of Low Inference Generic Descriptors
Quelle	In: Comparative Education Review, 53 (2009) 4, S.559-581 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Mathematics Education; Comparative Education; Foreign Countries; Comparative Analysis; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Educational Strategies; Protocol Materials; Classroom Observation Techniques; Educational Research; Inferences; Belgium; Finland; Hungary; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Vergleichende Erziehungswissenschaft; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Unterrichtsprotokoll; Bildungsforschung; Pädagogische Forschung; Inference; Inferenz; Belgien; Finnland; Ungarn; Spanien
Abstract	An increasingly common approach to comparative education research, particularly with respect to mathematics education, has been the exploitation of video technology, not least because the use of video cameras offers several advantages over traditional methods such as direct observation. It is important to acknowledge, however, that video technology is not a panacea and that no recording will capture all classroom discourse. In this article the author presents, from the perspective of warranting its methodological contribution to comparative mathematics education research, exemplary findings from a small-scale video study undertaken in five European countries. In so doing he shows how generic codes applied to generic episodes facilitate simple yet detailed analyses with the potential not only for highlighting important similarities and differences in the ways in which teachers present mathematics in different countries but also for making an important contribution to the debate on the national mathematics script. Details of the project are presented in this article, informed by the methods and analyses of two of the better known video-based comparative studies of mathematics education: the Third International Mathematics and Science Study (TIMSS) video study (TVS), its repeat (TVS-R), and the Learner's Perspective Study (LPS). All three studies focused on students in grade 8 and present, in their very differing emphases and methodologies, differently framed and reported outcomes. Importantly, by way of facilitating work, these studies provide extremely helpful insights into the ways in which video technology can be purposely exploited in the examination of teachers' approaches to their work. (Contains 4 tables and 5 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10