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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.

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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 international 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 9781461446855
9781461446852
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
Persistent URL http://hdl.handle.net/10536/DRO/DU:30050428

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Created: Wed, 06 Feb 2013, 15:40:08 EST by Gaye Williams