What Goes on inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices

Autor/inn/en	Näslund-Hadley, Emma; Loera Varela, Armando; Hepworth, Katelyn Ann
Titel	What Goes on inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices
Quelle	In: Global Education Review, 1 (2014) 3, S.110-128 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Mathematics Instruction; Science Instruction; Teaching Methods; Video Technology; Qualitative Research; Cross Cultural Studies; Foreign Countries; Grade 6; Classroom Techniques; Learner Engagement; Learning Activities; Critical Thinking; Thinking Skills; Inquiry; Coding; Interviews; Mathematics Skills; Science Process Skills; Concept Formation; Teacher Role; Dominican Republic; Mexico; Paraguay; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Cultural comparison; Kulturvergleich; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Klassenführung; Lernaktivität; Kritisches Denken; Denkfähigkeit; Codierung; Programmierung; Interviewing; Interviewtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Lehrerrolle; Dominikanische Republik; Mexiko
Abstract	Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, "Second Regional Comparative and Explanatory Study" (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers who actively engage students in activities that promote analytical and critical-thinking skills and move beyond a procedural understanding may lead to better performance on the SERCE assessments. However, drill, practice, and memorization predominate in all three countries. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01