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Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2009 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 71, no 2, 97-122 p.Article in journal (Refereed) Published
Abstract [en]

Videotape is an increasingly used tool in cross-national studies of mathematicsteaching. However, the means by which videotaped lessons are coded and analysed remainsan underdeveloped area with scholars adopting substantially different approaches to thetask. In this paper we present an approach based on generic descriptors of mathematicslearning objectives. Exploiting live observations in five European countries, the descriptorswere developed in a bottom-up recursive manner for application to videotaped lessons fromfour of these countries, Belgium (Flanders), England, Hungary and Spain. The analysesshowed not only that the descriptors were consistently operationalised but also that theyfacilitated the identification of both similarities and differences in the ways in whichteachers conceptualise and present mathematics that resonated with the available literature.In so doing we make both methodological and theoretical contributions to comparativemathematics research in general and debates concerning the national mathematics teachingscript in particular.

Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2009. Vol. 71, no 2, 97-122 p.
Keyword [en]
comparative mathematics education; mathematics teacher objectives; England; Flanders; Hungary; Spain
National Category
Other Mathematics
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-94960DOI: 10.1007/s10649-008-9165-xOAI: diva2:657232
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2016-11-21Bibliographically approved

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