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International comparisons of mathematics classrooms and curricula: the validity-comparability compromise

Clarke, David, Wang, Lidong, Xu, Lihua, Aizikovitsh-Udi, Einav and Cao, Yiming 2012, International comparisons of mathematics classrooms and curricula: the validity-comparability compromise, in PME 36 : Opportunities to Learn in Mathematics Education : Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education 2012, National Taiwan Normal University, Taipei, Taiwan, pp. 171-178.

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Title International comparisons of mathematics classrooms and curricula: the validity-comparability compromise
Author(s) Clarke, David
Wang, Lidong
Xu, LihuaORCID iD for Xu, Lihua orcid.org/0000-0003-3292-1296
Aizikovitsh-Udi, Einav
Cao, Yiming
Conference name International Group for the Psychology of Mathematics Education Conference (36th : 2012 : Taipei, Taiwan)
Conference location Taipei, Taiwan
Conference dates 18-22 Jul. 2012
Title of proceedings PME 36 : Opportunities to Learn in Mathematics Education : Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education 2012
Editor(s) Tso, Tai-Yih
Publication date 2012
Conference series Conference of the International Group for the Psychology of Mathematics Education
Start page 171
End page 178
Total pages 8
Publisher National Taiwan Normal University
Place of publication Taipei, Taiwan
Summary The pursuit of commensurability in international comparative research by imposing general classificatory frameworks can misrepresent valued performances, school knowledge and classroom practice as these are actually conceived by each community and sacrifice validity in the interest of comparability. The “validity-comparability compromise” is proposed as a theoretical concern with significant implications for international cross-cultural research. We draw on current international research to illustrate a variety of aspects of the issue and its consequences for the manner in which international research is conducted and its results interpreted. The effects extend to data generation and analysis and constitute essential contingencies on the interpretation and application of international comparative research.
ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2012, National Taiwan Normal University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062266

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.