Negotiating meaning in cross-national studies of mathematics teaching: Kissing frogs to find princes

Comparative Education

Volumn 43, Issue 4, 2007, Pages 489-509

  Andrews, Paul ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

CONCEPTUAL FRAMEWORK; CURRICULUM; MATHEMATICS; TEACHING; VIDEOGRAPHY;

BELGIUM; BENELUX; CENTRAL EUROPE; ENGLAND; EURASIA; EUROPE; FINLAND; HUNGARY; NORTHERN EUROPE; SCANDINAVIA; SOUTHERN EUROPE; SPAIN; UNITED KINGDOM; WESTERN EUROPE;

ANURA;

EID: 35748985575     PISSN: 03050068     EISSN: 13600486     Source Type: Journal    
DOI: 10.1080/03050060701611888     Document Type: Article

References (65)

1. Alexander, R. (2004) Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34:1, pp. 7-33.
2. Andrews, P. (1999) Looking behind the rhetoric: Some new insights from Hungary. Mathematics Teaching, 167, pp. 6-10.
3. Andrews, P. (2003) Opportunities to learn in the Budapest mathematics classroom. International Journal of Science and Mathematics Education, 1:2, pp. 201-225.
4. Andrews, P. (2005) A comparative analysis of the educational objectives and didactic strategies of mathematics teachers from five European countries. paper presented at the Biennial Conference of the European Association for Research into Learning and Instruction (EARLI), University of Cyprus
5. Andrews, P. (2007) The curricular importance of mathematics: A comparison of English and Hungarian teachers' espoused beliefs. Journal of Curriculum Studies, 39:3, pp. 317-338.
6. Andrews, P. and Hatch, G. (2000) A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43:1, pp. 31-64.
7. Andrews, P. and Hatch, G. (2001) Hungary and its characteristic pedagogical flow. Proceedings of the fifth British Congress for Mathematics Education, University of Keele, Keele
8. Andrews, P., Hatch, G. and Sayers, J. (2005) What do teachers of mathematics teach? An initial episodic analysis of four European traditions. Proceedings of the Sixth British Congress on Mathematics Education, University of Warwick, Coventry
9. Andrews, P. and Sayers, J. (2005) How do teachers of mathematics teach? A four-way international comparison. Research in mathematics education, Papers of the British Society for Research into Learning Mathematics, pp. 139-158. BSRLM, London
10. Atweh, B., Clarkson, P. and Nebres, B. (2003) Mathematics education in international and global context. Second international handbook of mathematics education, 1, pp. 185-229. Kluwer, Dordrecht
11. Beaton, A. E., Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Kelly, D. L. and Smith, T. A. (1996) Mathematics in the middle school years: IEA's third international mathematics and science study, Boston College, Boston, MA
12. Becker, J., Sawada, T. and Shimizu, Y. (1999) Some findings of the US-Japan cross-cultural research on students' problem-solving behaviour. International comparisons in mathematics education, pp. 121-150. Falmer, London
13. Brown, M. (1996) FIMS and SIMS: The first two IEA International Mathematics Surveys. Assessment in Education: Principles, policy and practice, 3:2, pp. 193-212.
14. (2003) Understanding others, educating ourselves, National Academies Press, Washington, DC
15. Clarke, D. (2001) Untangling uncertainty, negotiation and intersubjectivity. Perspectives on practice and meaning in mathematics and science classrooms, pp. 33-52. Kluwer, Dordrecht
16. Clarke, D. (2002) The learner's perspective study: Methodology as the enactment of a theory of practice. paper presented at Symposium on 'International Perspectives on Mathematics Classrooms', Annual Meeting of the American Educational Research Association New Orleans
17. Clarke, D. (2003) International comparative studies in mathematics education. Second international handbook of mathematics education, pp. 145-186. Kluwer, Dordrecht
18. Clarke, D. (2004) Issues of voice and variation: The problematics of international comparative research in mathematics education. Paper submitted to Discussion Group 11 of the 10th International Congress on Mathematics Education (ICME 10): International comparisons in mathematics education ICME, ICME, Copenhagen
19. Climent, N. and Carrillo, J. (2005) Proyecto 'mete': Polígonos en primaria [The METE Project: Polygons in primary mathematics book]. Investigación en educación matemática: Noveno simposio de la sociedad Española de Educación Matemática SEIEM, Universidad de Córdoba [Investigations in mathematics education: The ninth Symposium of Spanish Society for Mathematics Education], Cordoba
20. (1995) The emergence of mathematical reasoning: Interaction in classroom culture, Lawrence Erlbaum, Hillsdale, NJ
21. Cogan, L. S. and Schmidt, W. H. (1999) An examination of instructional practices in six countries. International comparisons in mathematics education, pp. 60-85. Falmer, London
22. Depaepe, F., De Corte, E., Eynde, P. Op 't and Verschaffel, L. (2005) Teaching percentages in the primary school: A four country comparative study. Powerful environments for promoting deep conceptual and strategic learning, pp. 147-171. Leuven University Press, Leuven
23. Elliott, J., Illushin, G. and Hufton, N. (2002) Educational motivation and engagement: Qualitative accounts from three countries. British Educational Research Journal, 28:2, pp. 265-289.
24. Givvin, K., Hiebert, J., Jacobs, J., Hollingworth, H. and Gallimore, R. (2005) Are there national patterns of teaching? Evidence from the TIMSS 1999 video study. Comparative Education Review, 49:3, pp. 311-343.
25. Haggarty, L. and Pepin, B. (2002) An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn what?. British Educational Research Journal, 28:4, pp. 567-590.
26. Hatch, G. (1999) It wouldn't be like that here. Mathematics Teaching, 168, pp. 26-31.
27. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. Bogard, Hollingsworth, H. and Jacobs, J. (2003) Teaching mathematics in seven countries: Results from the TIMSS 1999 video study, National Center for Educational Statistics, Washington, DC
28. Hufton, N. and Elliott, J. (2000) Motivation to learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing. Educational Studies, 26:1, pp. 115-136.
29. Jacobs, J., Kawanaka, T. and Stigler, J. (1999) Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching - an overview of the TIMSS video study. International Journal of Educational Research, 31:8, pp. 717-724.
30. Jacobs, J., Makoto, Y., Stigler, J. and Fernandez, C. (1997) Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. Journal of Mathematical Behaviour, 16:1, pp. 7-24.
31. Jenkins, E. (2000) Making use of international comparisons of student achievement in science and mathematics. Learning from others, pp. 137-158. Kluwer, Dordrecht
32. Kaiser, G. (1999) International comparisons in mathematics education under the perspective of comparative education. International comparisons in mathematics education, pp. 140-150. Falmer, London
33. Keitel, C. and Kilpatrick, J. (1999) The rationality and irrationality of international comparative studies. International comparisons in mathematics education, pp. 241-256. Falmer, London
34. Kitchen, A. (2000) The need for caution when using the results of international mathematics testing to inform policy decisions in education in the member countries. Learning from others, pp. 219-231. Kluwer, Dordrecht
35. Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation, Cambridge University Press, Cambridge
36. Lerman, S. (1996) Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm. Journal for Research in Mathematics Education, 27:2, pp. 133-150.
37. Lerman, S. (2001) Accounting for accounts of learning mathematics: reading the ZPD in videos and transcripts. Perspectives on practice and meaning in mathematics and science classrooms, pp. 53-74. Kluwer, Dordrecht
38. Leung, F. (1995) The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29:3, pp. 297-325.
39. Mullis, I., Martin, M., Gonzalez, E. and Chrostowski, S. (2004) TIMSS 2003 International mathematics report, Boston College, Boston, MA
40. Mullis, I., Martin, M., Gonzalez, E., Gregory, K., Garden, R., O'Connor, K., Chrostowski, S. and Smith, T. (2000) TIMSS 1999 International mathematics report, Boston College, Boston, MA
41. Noah, H. (1988) Methods of comparative education. The encyclopaedia of comparative education and national systems of education, pp. 10-13. Pergamon, Oxford
42. Organization for Economic Cooperation and Development (OECD) (2001) Knowledge and skills for life: First results from the OECD programme for international student assessment (PISA) 2000, OECD, Paris
43. Organization for Economic Cooperation and Development (OECD) (2004) Learning for tomorrow's world: First results from PISA 2003, OECD, Paris
44. Osborn, M. (2004) New methodologies for comparative research? Establishing 'constants' and 'contexts' in educational experience. Oxford Review of Education, 30:2, pp. 265-285.
45. Pepin, B. (1999) The influence of national cultural traditions on pedagogy: Classroom practices in England, France and Germany. Learners and pedagogy, pp. 124-135. Paul Chapman, London
46. Pepin, B. (2002) Different cultures, different meanings, different teaching. Teaching mathematics in secondary schools, pp. 245-258. Routledge Falmer, London
47. Pepin, B. and Haggarty, L. (2002) Making connections and seeing links: directed numbers in English, French and German textbooks. paper presented to the Annual Conference of the British Educational Research Association, University of Exeter, pp. 12-14.
48. Postlethwaite, T. N. (1988) Preface. The encyclopaedia of comparative education and national systems of education, pp. xvii-xxii. Pergamon, Oxford
49. Robitaille, D. and Travers, K. (1992) International studies of achievement in mathematics. Handbook of research on mathematics teaching and learning, pp. 687-709. Macmillan, New York
50. Schmidt, W., Jorde, D., Cogan, L., Barrier, E., Gonzalo, I. and Moser, U. (1996) Characterizing pedagogical flow, Kluwer, Dordrecht
51. Schmidt, W. and McKnight, C. (1995) Surveying educational opportunity in mathematics and science: An international perspective. Educational Evaluation and Policy Analysis, 17:3, pp. 337-353.
52. Shen, C. (2001) Social values associated with cross-national differences in mathematics and science achievement: A cross-national analysis. Assessment in Education, 8:2, pp. 193-223.
53. Stevenson, H. and Stigler, J. (1992) The learning gap, Simon & Schuster, London
54. Stigler, J., Fernandez, C. and Yoshida, M. (1996) Traditions of school mathematics in Japanese and American elementary classrooms. Theories of mathematical learning, pp. 149-175. Lawrence Erlbaum, Mahwah, NJ
55. Stigler, J., Gallimore, R. and Hiebert, J. (2000) Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35:2, pp. 87-100.
56. Stigler, J. and Hiebert, J. (1999) The teaching gap, The Free Press, New York
57. Stigler, J., Lee, S. -Y. and Stevenson, H. (1987) Mathematics classrooms in Japan, Taiwan, and the United States. Child Development, 58:5, pp. 1272-1285.
58. Stigler, J. and Perry, M. (1990) Mathematics learning in Japanese, Chinese and American classrooms. Cultural psychology: Essays on comparative human development, Cambridge University Press, Cambridge
59. Stronach, I. (1999) Shouting theatre in a crowded fire: 'educational effectiveness' as cultural performance. Evaluation, 5:2, pp. 173-193.
60. Theisen, G. and Adams, D. (1990) Comparative education research. International comparative education: Practices, issues and prospects, pp. 277-300. Butterworth-Heinemann, Oxford
61. Tweed, R. and Lehman, D. (2002) Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57:2, pp. 89-99.
62. Heuvel-Panhuizen, M. Van den (2002) Realistic mathematics education as work in progress. Common sense in Mathematics education: Proceedings of The Netherlands and Taiwan Conference on Mathematics Education, pp. 1-42. National Taiwan Normal University, Taipei
63. Whitman, N. and Lai, M. (1990) Similarities and differences in teachers' beliefs about effective teaching of mathematics: Japan and Hawaii. Educational Studies in Mathematics, 21:1, pp. 71-81.
64. Wiliam, D. (1998) Making international comparisons: The third international mathematics and science study. British Journal of Curriculum and Assessment, 8:3, pp. 33-37.
65. Winkelmann, B. (1994) Preparing mathematics for students. Didactics of mathematics as a scientific discipline, pp. 9-13. Kluwer, Dordrecht