Studying learners in intercultural contexts

Shimizu, Yoshinori and Williams, Gaye 2013, Studying learners in intercultural contexts. In Clements, M. A., Bishop, Alan J., Keitel, Christine, Kilpatrick, Jeremy and Leung, Frederick K. S. (ed), Third international handbook of mathematics education, Springer Science+Business Media, New York, N. Y., pp.145-167, doi: 10.1007/978-1-4614-4684-2_5.

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Title Studying learners in intercultural contexts
Author(s) Shimizu, Yoshinori
Williams, GayeORCID iD for 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
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
Language eng
DOI 10.1007/978-1-4614-4684-2_5
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
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Created: Wed, 06 Feb 2013, 15:40:08 EST by Gaye Williams

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