Abstract
Larger comparative studies of mathematics classrooms became most prominent as an appendix of interna- tional achievement studies. With the advance of video technology and the potentials it o ers for researchers, however, comparative classroom observation studies became attractive and feasible also for smaller scale and low budget projects. This paper intends to provide a basis for discussing rationales for comparative stud- ies of mathematics classrooms. It is suggested that the a liation of classroom observation with school inspec- tion on the one hand, and ethnographic research on the other hand, lingers on in comparative classroom research. The paper provides a narrative, illustrated by examples, that exposes this tension between evaluation and documentation inherent in the eld.
| Original language | English |
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| Title of host publication | Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education |
| Editors | Konrad Krainer, Nad'a Vondrová |
| Place of Publication | Prague, Czech Republic |
| Publisher | Charles University in Prague, Faculty of Education and ERME |
| Pages | 1724-1730 |
| Number of pages | 7 |
| ISBN (Electronic) | 9788072908448 |
| Publication status | Published - 2015 |
| Event | The the Ninth Congress of the European Society for Research in Mathematics Education (CERME9) - Charles University, Faculty of Education, Prague, Czech Republic Duration: 4 Feb 2015 → 8 Feb 2015 |
Conference
| Conference | The the Ninth Congress of the European Society for Research in Mathematics Education (CERME9) |
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| Country/Territory | Czech Republic |
| City | Prague |
| Period | 4/02/2015 → 8/02/2015 |
Keywords
- classroom research
- mathematics education
- international and comparative education
- teacher evaluation