Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland China

Factors like the potential of tasks to support students’ mathematical learning and its use in instruction are consensually understood to be relevant for instructional quality across cultural contexts. Yet, research has also shown that perspectives on instructional quality may vary between cultural contexts. As an explanation, it is argued that such perspectives depend on instructional norms, which correspond to the expected behavior in instruction within a cultural context. Notably, research contrasting mathematics instruction from East Asian and Western cultures hints at potentially different instructional norms regarding high-quality use of task potential, but systematic evidence is lacking so far. This study addresses this gap and uses three text vignettes of instructional situations to systematically elicit and contrast instructional norms regarding the use of word problems for mathematical learning. Researchers from Germany (N = 17) and Taiwan (N = 19) evaluated the use of tasks in various instructional situations in an online survey, and their answers were qualitatively analyzed to determine possible culture-specific norms based on their reasoning. In two of the three cases, culture-specific norms in line with assumptions could be identified. In the third case, researchers in both countries referred to an interculturally shared instructional norm. Differences between the reasoning in answers from Germany and Taiwan indicate further cultural influences in line with assumptions based on prior research. We discuss the findings and their implications for the validity of intercultural research in mathematics education.

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Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Chin

Meng

SUSEELAN

2022

Participatory Educational Research

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Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425 related publications were retrieved from the Scopus database for bibliometric analysis. Descriptive analysis and regression analysis were performed to profile the publication trend. Then, author bibliographic coupling analysis was carried out to identify the domains of research related to mathematics learning from concrete to abstract. The findings show an increasing trend of publication following the exponential model. The research was clustered into five research domains: (i) 'manipulatives and arithmetic learning'; (ii) 'mathematics learning of students with learning disabilities'; (iii) 'Concrete-Representational-Abstract sequence in elementary mathematics teaching'; (iv) 'Ideal mathematics teaching'; and (v) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder'. The two emergent research domains in this research area are (i) 'mathematics learning of students with learning disabilities'; and (ii) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder', which have the highest proportion of publications since 2015. The findings of this study can help researchers to understand the current landscape of research with the notion of mathematics learning from concrete to abstract, and hence propose pathways for future research.

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Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland China

Cited by 3 publications

References 37 publications

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

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