Comparative studies of mathematics teaching: does the means of analysis determine the outcome?

Andrews, P. R. and Sayers, J. (2013) Comparative studies of mathematics teaching: does the means of analysis determine the outcome? ZDM: The International Journal on Mathematics Education. 45(1), pp. 133-144. 1863-9690.

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Item Type:	Article
Abstract:	This paper addresses four questions concerning the influence of culture on mathematics teachers’ professional practice. Firstly, drawing on categorical data yielded by the application of low inference coding schedule to video recordings of sequences of lessons taught by case study teachers on four common topics in England, Flanders, Hungary and Spain, we undertook an exploratory factor analysis to examine the ways in which such coded variables interact. This process yielded five factors, each of which was interpretable against the literature and highlighted the extent to which dichotomisations of mathematics teaching as reform or traditional are not necessarily helpful, not least because all project teachers exhibited characteristics of both. Secondly, factors scores were analysed by nationality to reveal culturally located practices resonant with the available literature. Thirdly, cluster analyses yielded four well-defined cross-cultural clusters of episodes, each indicative of particular didactical perspectives that appeared to challenge the exclusivity of these culturally located practices. Finally, the key methodological finding was that the manner in which data are analysed influences greatly the outcomes of comparative mathematics research.
Uncontrolled Keywords:	Comparative mathematics education, cultural patterns of mathematics teaching, England, Flanders, Hungary, Spain
Subjects:	Q Science > QA Mathematics > QA11 Study and teaching. Research L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice)
Creators:	Andrews, P R and Sayers, Judy
Publisher:	Springer
Northamptonshire and East Midlands:	Education, Training and Skills
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Teacher Education Faculties > Faculty of Education & Humanities > Teacher Continuing Professional Development
Date:	March 2013
Date Type:	Publication
Page Range:	pp. 133-144
Journal or Publication Title:	ZDM: The International Journal on Mathematics Education
Volume:	45
Number:	1
Language:	English
DOI:	https://doi.org/10.1007/s11858-012-0481-3
ISSN:	1863-9690
Status:	Published / Disseminated
Refereed:	Yes
URI:	http://nectar.northampton.ac.uk/id/eprint/5202

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