Negotiating Meaning in Cross-National Studies of Mathematics Teaching: Kissing Frogs to Find Princes

Autor/in	Andrews, Paul
Titel	Negotiating Meaning in Cross-National Studies of Mathematics Teaching: Kissing Frogs to Find Princes
Quelle	In: Comparative Education, 43 (2007) 4, S.489-509 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Foreign Countries; Comparative Analysis; Financial Support; Mathematics Instruction; Curriculum Development; Guidelines; Videotape Recordings; Comparative Education; Cross Cultural Studies; Teaching Methods; Belgium; Finland; Hungary; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Finanzielle Förderung; Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Richtlinien; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Belgien; Finnland; Ungarn; Spanien
Abstract	This paper outlines the iterative processes by which a multinational team of researchers developed a low-inference framework for the analysis of video recordings of mathematics lessons drawn from Flemish Belgium, England, Finland, Hungary and Spain. Located within a theoretical framework concerning learning as the negotiation of meaning, we discuss problems of linguistic and conceptual equivalence and the manner by which they were resolved. Significantly, when compared with the time-stamped codes of projects like the TIMSS video studies, we argue that the unit of analysis adopted, the episode, allowed for the distinctive patterns of a lesson to be retained for comparison with others. Also, we suggest that the framework's generic, though subject-focused, codes are amenable to adaptation to other curriculum areas, thus providing an opportunity for the comparative study of subjects not normally associated with work of this nature. (Contains 3 tables.) [This project received financial support from the European Union.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10