24 SES 01, International Research in Mathematics Education
Parallel Paper Session
Cross-national variations in student achievement have been the focus of much interest and reflect a pervasive policy concern across many countries for improving student outcomes. One significant factor in this is the nature and quality of teaching. Using an approach which accounts for social and cultural difference, we attempt to understand teaching as one particular influence on cross-national variations in student achievement in mathematics and compare mathematics teaching across Denmark and England, exploring similarities and differences both across and within these countries.
In this study we explore and contrast how teachers mediate the many influences on their practice within the context of mathematics teaching in England and Denmark. We separate broad socio-political influences which serve to recontextualise and pedagogise knowledge and ways of knowing from individual teacher mediations within institutional contexts. Our findings infer teacher mediations from the roles teachers adopt, where roles are situated enactments of goal-directed practice.
Alexander, R. (2000) Culture and pedagogy: International comparisons in primary education (Oxford, Blackwell). Alexander, R. (2009) Pedagogy, culture and the power of comparison, in: H. Daniels, H. Lauder & J. Porter (Eds) Educational theories, cultures and learning: a critical perspective (London, Routledge). Bernstein, B. (1973) Class, codes and control, vol. 2: Theoretical studies towards a sociology of language (London, Routledge & Kegan Paul). Bernstein, B. (1975) Class, codes and control, vol. 3: towards a theory of educational transmission (London, Routledge and Kegan Paul). Bernstein, B. (1990) The structure of pedagogic discourse (London, Routledge Falmer). Bernstein, B. (1996) Pedagogy, symbolic control and identity: theory, research, critique (London, Taylor Francis). Bernstein, B. (2001) From pedagogies to knowledges, in: A. Morais, I. Neves, B. Davies & H. Daniels (Eds) Towards a Sociology of Pedagogy. The contribution of Basil Bernstein to research (New York, Peter Lang). Billett, S. (2001) Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431-452. Bronfenbrenner, U. (1977) Towards an experimental ecology of human development, American Psychologist, 32, 513-531. van Oers, B. (2001) Educational forms of initiation in mathematical culture, Educational Studies in Mathematics, 46, 59 – 85. Osborn, M., Broadfoot, P., McNess, E., Planel, C., Ravn, B. and Triggs, P. (2003) A world of difference: Comparing learners across Europe (Maidenhead, Open University Press). Pimm, D. (1987) Speaking Mathematically. Communication in Mathematics Classrooms. London, Routledge and Kegan Paul Ltd. Schoenfeld, A. (1985) Mathematical Problem Solving, New York, Academic Press. Schoenfeld, A. (1996) In fostering communities of inquiry, must it matter that the teacher knows ‘the answer’? For the Learning of Mathematics, 16(3), 11 – 16.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
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