TY - JOUR
T1 - Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking
AU - Dreher, Anika
AU - Lindmeier, Anke
AU - Feltes, Paul
AU - Wang, Ting Ying
AU - Hsieh, Feng Jui
N1 - Funding Information:
This study is part of the project TaiGer Noticing which is funded by the DFG—German Research Foundation (Grant numbers DR 1098/1-1 and LI 2616/2-1) and the Ministry of Science and Technology (MOST, Grant number 106-2511-S-003-027-MY3). Some of the research was carried out at the IPN—Leibniz Institute for Science and Mathematics Education (Kiel), where the second author worked until recently.
Funding Information:
This study is part of the project TaiGer Noticing which is funded by the DFG?German Research Foundation (Grant numbers DR 1098/1-1 and LI 2616/2-1) and the Ministry of Science and Technology (MOST, Grant number 106-2511-S-003-027-MY3). Some of the research was carried out at the IPN?Leibniz Institute for Science and Mathematics Education (Kiel), where the second author worked until recently.
Publisher Copyright:
© 2020, The Author(s).
PY - 2021/4
Y1 - 2021/4
N2 - As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.
AB - As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.
KW - Cross-cultural design
KW - Cultural norms
KW - Instructional quality
KW - Responding to students’ mathematical thinking
KW - Teacher noticing
KW - Validity
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U2 - 10.1007/s11858-020-01197-z
DO - 10.1007/s11858-020-01197-z
M3 - Article
AN - SCOPUS:85093939651
VL - 53
SP - 165
EP - 179
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
SN - 1863-9690
IS - 1
ER -