|Published online: May 19, 2014||$US5.00|
This research extends previous studies by examining current trends and instructional methods used in middle school mathematics classrooms in Japan, China, Singapore, and Malaysia, with the intent to compare results to U.S. trends in education. Asian countries were selected based on high performance in mathematics as indicated by recent results in the Trends in International Mathematics and Science Study. We adapted the Observation and Analytic Protocol designed by Horizon Research to gather and assess data in Asian schools. After completing the Observation and Analytic Protocol for each lesson, we rated teaching effectiveness with the aid of observation and some teacher interview data. Using indicators within the categories of lesson design, lesson implementation, mathematics content and classroom culture as a basis for rating lessons, the results were analyzed and compared to the Horizon Research study of mathematics teaching in U.S. schools. Results showed differences in curriculum (intellectual rigor, appropriateness of content) and pedagogy (teacher questioning strategies and content knowledge, and student collaboration and engagement). These differences provide teachers the opportunity to enhance their pedagogy by critically analyzing indicators of effective instruction.
|Keywords:||Mathematics, Pedagogy, Curriculum, International Education, East Asia|
The International Journal of Science, Mathematics and Technology Learning, Volume 20, Issue 3, May 2014, pp.25-37. Article: Print (Spiral Bound). Published online: May 19, 2014 (Article: Electronic (PDF File; 722.593KB)).
Associate Dean and Associate Professor, Academic Affairs and Education Department, Linfield College, McMinnville, OR, USA
Student Researcher, Education, Linfield College, McMinnville, OR, USA
Student Researcher, Office of Academic Affairs, Linfield College, McMinnville, Oregon, USA
Student, Education, Linfield College, McMinnville, OR, USA