Introduction to the papers of TWG11: Comparative studies in mathematics educationReport as inadecuate




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1 Stockholm University 2 King‘s College London London 3 University of Stavanger 4 University of Nicosia

Abstract : As with earlier CERMEs, TWG11 adopted an eclectic perspective in its interpretation of comparison as referring to any study that documents, analyses, contrasts or juxtaposes cross-cultural or cross-contextual similarities and differences across all aspects and levels of mathematics education. In this way, the TWG aimed to encourage critical but supportive discussion that would enable colleagues to:— share findings and outcomes of empirical studies that adopt a comparative approach; — outline the delineation of comparative and non-comparative research; — develop and refine research methodologies specific to comparative studies; — explore the interaction of macro-level survey studies and micro-level case studies; — understand how various theoretical approaches and conceptual frameworks shape the goals and the design of comparative research; — understand how comparative studies can inform teaching and learning practices; — understand the role of culture in the construction of mathematics teaching and learning.

Keywords : Comparative studies mathematics education





Author: Paul Andrews - Eva Jablonka - Arne Jakobsen - Constantinos Xenofontos -

Source: https://hal.archives-ouvertes.fr/



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