数学教育
透视图(图形)
比例(比率)
比较教育
教育学
政治学
心理学
地理
数学
高等教育
地图学
几何学
法学
作者
Gabriele Kaiser,Sigrid Blömeke
出处
期刊:Advances in mathematics education
日期:2014-01-01
卷期号:: 517-539
被引量:6
标识
DOI:10.1007/978-94-007-6437-8_24
摘要
Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale assessments. Authors of such studies commonly link their interpretations of the results to distinctions between “Eastern” and “Western” cultures, in particular with respect to the consistent and continuing outstanding performance of East Asian learners compared with their Western counterparts. One question is whether the same achievement pattern holds for future teachers and whether similar cultural difference may cause it. IEA’s “Teacher Education and Development Study in Mathematics” (TEDS-M) was the first comparative study that focused on the outcomes of teacher education with standardised testing. In this paper—based on the TEDS-M results—commonalities and differences in the achievement of future teachers from Eastern and Western countries are explored and related to a cultural perspective. Cultural differences between Eastern and Western approaches concerning mathematics, mathematics education and mathematics teachers are analysed with respect to the achievement pattern. The paper closes with reflections on possible consequences concerning the development of teachers’ knowledge and teachers’ expertise in mathematics education.
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