What Matters? Research Trends in International Comparative Studies in Mathematics Education / edited by Ji-Won Son, Tad Watanabe, Jane-Jane Lo.

Format:

Book

Contributor:

Son, Ji-Won., Editor.

Watanabe, Tad., Editor.

Lo, Jane-Jane., Editor.

Series:

Research in Mathematics Education, 2570-4737

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Learning, Psychology of.

Mathematics Education.

Instructional Psychology.

Local Subjects:

Mathematics Education.

Instructional Psychology.

Physical Description:

1 online resource (XXV, 432 p. 32 illus., 17 illus. in color.)

Edition:

1st ed. 2017.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2017.

Summary:

This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan. The book offers multiple perspectives on the important factors that contribute to mathematics teaching and learning in different educational systems and cultural contexts. Using large scale data generated by numerous international comparative studies, the book analyzes and provides context for various methodological perspectives. The book raises compelling questions and issues for mathematics education researchers, leading to a critical examination of what can be learned from other education systems. Authors address four major research perspectives by critically examining cross-national similarities and differences, such as research on the influence of curriculum on student learning; research on institutional systemsof mathematics teacher education; research on improving teacher knowledge and pedagogical approaches; and research using large-scale data. This collection of perspectives serves as a foundation for reviewing and analyzing the international comparative studies introduced in the book.

Contents:

What can we learn from textbook analysis?

The characteristics of Chinese textbooks from the perspective of international comparative studies

Intended treatment of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan

A comparative study on the difficulty level of mathematics textbooks in junior high school

Discursive approaches to teaching and learning mathematics in Korea and the U.S.

Uncovering the label "Asian" in international comparative studies in mathematics

Commentary

Knowledge expectations in South Korean and U.S. mathematics teacher preparation programs

Secondary mathematics teacher preparation in China, Taipei, Singapore and the United States

A comparative study on pre-service teacher training for secondary school mathematics in Japan and Korea

Using TEDS-M data to build models for future secondary mathematics teachers' readiness to teach

Cross cultural lesson planning and narrowing the teaching gapbetween the U.S. and Korea

Enriching the ecosystem of educational cultures to enhance teacher preparation programs

Adapting a Japanese model of student teaching to address the documented teaching gap between Japanese and US teachers

Self-beliefs, academic behaviors and mathematics achievement: US vs. East Asian students

Patterns of eighth grade students' mathematical cognitive abilities

What do TIMSS studies show about math achievement inequality

Teachers' values alignment strategies: a comparative study across Australia, Singapore, Sweden and the UK

Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA

Final Commentary.

Notes:

Includes bibliographical references at the end of each chapters and index.