Mathematics, PISA, and Culture: An Unpredictable Relationship

Autor/in	Andrews, Paul
Titel	Mathematics, PISA, and Culture: An Unpredictable Relationship
Quelle	In: Journal of Educational Change, 16 (2015) 3, S.251-280 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-015-9248-2
Schlagwörter	Mathematics Achievement; Standardized Tests; Educational Quality; Foreign Countries; Mathematics Instruction; Teaching Methods; Cultural Influences; Problem Solving; Relevance (Education); Belgium; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Quality of education; Bildungsqualität; Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Problemlösen; Relevance; Relevanz; Belgien
Abstract	Recent studies have indicated, particularly in the European context, that students' mathematical successes on international tests of student achievement may not be attributable to the quality of classroom instruction, although, as is shown, this is unlikely to be the case in Flanders, the autonomous Dutch-speaking region of Belgium. Flemish students' mathematics performance on such tests have placed them at the head of the European rankings, warranting Flanders as a site of research interest that has been largely ignored by the international community. In this paper, drawing on analyses of four sequences of five lessons, taught by teachers construed locally as competent, I explore the nature of Flemish mathematics teaching. Framed by anecdotal reports that it reflects the structuralism of the now largely abandoned Bourbakian new mathematics movement humanised by the Dutch tradition of realistic mathematics education, the analyses focus on examining not only the extent to which these traditions are manifested in Flemish classrooms but the ways in which they interact. The dominant tradition seems to be that of mathematical structuralism mediated by teachers' use of realistic problems; a tradition not unlikely to underpin Flemish students' repeated successes. The results are discussed in relation to research highlighting the significance on students' achievement of the broader cultural milieu in which they and their teachers operate. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01