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Studying learners in intercultural contexts Shimizu, Yoshinori and Williams, Gaye 2013, Studying learners in intercultural contexts, in Third international handbook of mathematics education, Springer Science+Business Media, New York, N. Y., pp.145-167. Attached Files Name Description MIMEType Size Downloads Title Studying learners in intercultural contexts Author(s) Shimizu, Yoshinori Williams, Gaye Title of book Third international handbook of mathematics education Editor(s) Clements, M. A. Bishop, Alan J. Keitel, Christine Kilpatrick, Jeremy Leung, Frederick K. S. Publication date 2013 Series Springer International Handbooks of Education ; v. 27 Chapter number 5 Total chapters 32 Start page 145 End page 167 Total pages 13 Publisher Springer Science+Business Media Place of Publication New York, N. Y. Keyword(s) learners intercultural theoretical perspectives local theories international benchmark tests qualitative iinternational comparative studies Summary Researchers have increasingly recognised that learning mathematics is a cultural activity. At the same time, research aims, technological advances, and methodological techniques have diversified, enabling more detailed analysis of learners and learning to take place. Increased opportunities to study learners in different cultural, social, and political settings have also become available, with ease of access to international benchmark testing online. Large-scale quantitative studies in the form of international benchmark tests like Trends in International Mathematics and Science Study (TIMSS), the Programme for International Student Assessment (PISA), and detailed multisource (including video) qualitative studies like the international Learners' Perspective Study (LPS), have enabled a broad range of research questions to be investigated. This chapter points to the usefulness of large-scale quantitative studies for stimulating questions that require qualitative research designs for their exploration. Qualitative research has raised awareness of the importance of socio-cultural and historical cultural perspectives when considering learning. This raises questions about uses that could be made of "local" theories in undertaking intercultural analyses. ISBN 146144683X 9781461446835 Language eng Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy Socio Economic Objective 930101 Learner and Learning Achievement HERDC Research category B1 Book chapter ERA Research output type B Book chapter HERDC collection year 2013 Persistent URL http://hdl.handle.net/10536/DRO/DU:30050428 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education Centre for Research in Educational Futures and Innovation Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 06 Feb 2013, 15:40:41 EST Thu, 07 Feb 2013, 09:01:02 EST Tue, 12 Feb 2013, 11:42:36 EST Tue, 12 Feb 2013, 11:45:42 EST Tue, 12 Feb 2013, 11:48:36 EST Tue, 12 Feb 2013, 11:51:03 EST Tue, 12 Feb 2013, 12:57:23 EST Tue, 12 Feb 2013, 12:59:51 EST Wed, 13 Feb 2013, 11:30:56 EST Fri, 11 Apr 2014, 09:37:31 EST Fri, 11 Apr 2014, 15:42:24 EST Fri, 11 Apr 2014, 15:43:22 EST Mon, 30 Jun 2014, 15:24:00 EST Wed, 27 Aug 2014, 23:15:56 EST Filtered Full Access Statistics: 70 Abstract Views, 6 File Downloads  -  Detailed Statistics Created: Wed, 06 Feb 2013, 15:40:08 EST by Gaye Williams

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