Addressing the Challenge of Legitimate International Comparisons: Lesson Structure in the USA, Germany and Japanглава из книги
Аннотация: One of the major challenges confronting the international mathematics education community is how best to learn from each other's classroom practices.Central to this issue is the choice of the instructional unit that will serve as the basis for any cross-cultural analysis of classroom practice.In most, probably all, countries, students interact with mathematics content via the instructional unit of the lesson.The lesson, therefore, seems a sensible place to start in the search for a viable unit of international comparative analysis of classroom practice.In this chapter, analyses of lesson structure from each of the USA, Germany and Japan are reported.These reports are based on analyses of sequences of ten lessons, documented using three video cameras, and interpreted through the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews.The methodological approach of conducting case studies of the classroom practices over sequences of at least ten lessons in the classes of several competent eighth grade teachers in each of the participating countries offers an informative complement to the survey-style approach of the two video studies carried out by the Third International Mathematics and Science Study (TIMSS) (Hiebert et al., 2003; Stigler & Hiebert, 1999).Perhaps it is inevitable that a research design predicated on a nationally representative sampling of individual lessons, as in Tl MSS, shou Id report a statistically-based characterization of the representative lesson.A more fine-grained study of sequences of ten lessons, informed by the reconstructive accounts of the participants, has the potential to address questions such as: -What are the recurrent pedagogical elements that might typify a teacher's classroom practice and is there evidence of a recurrent lesson structure or sequence of such elements within the practices of a single teacher or group of teachers?-What degree of variation in lesson structure is evident in the practices of the competent teachers studied in the USA, Germany and Japan?
Год издания: 2006
Издательство: Brill
Источник: BRILL eBooks
Ключевые слова: European Union Policy and Governance
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Страницы: 23–45