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Negotiating meaning in cross-national studies of mathematics teaching: Kissing frogs to find princes
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2007 (English)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 43, no 4, 489-509 p.Article in journal (Refereed) Published
Abstract [en]

This paper outlines the iterative processes by which a multinational team of researchersdeveloped a low-inference framework for the analysis of video-recordings of mathematicslessons drawn from Flemish Belgium, England, Finland, Hungary and Spain. Located within atheoretical framework concerning learning as the negotiation of meaning we discuss problemsof 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 videostudies, we argue that the unit of analysis adopted, the episode, allowed for the distinctivepatterns of a lesson to be retained for comparison with others. Also, we suggest that theframework’s generic, though subject-focused, codes are amenable to adaptation to othercurriculum areas, thus providing an opportunity for the comparative study of subjects notnormally associated with work of this nature.

Place, publisher, year, edition, pages
2007. Vol. 43, no 4, 489-509 p.
National Category
Other Mathematics
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-111633DOI: 10.1080/03050060701611888OAI: diva2:776010
Available from: 2015-01-06 Created: 2015-01-06 Last updated: 2016-11-21Bibliographically approved

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