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ERIC Number: EJ778604
Record Type: Journal
Publication Date: 2007-Nov
Pages: 21
Abstractor: Author
Reference Count: 65
ISSN: ISSN-0305-0068
Negotiating Meaning in Cross-National Studies of Mathematics Teaching: Kissing Frogs to Find Princes
Andrews, Paul
Comparative Education, v43 n4 p489-509 Nov 2007
This paper outlines the iterative processes by which a multinational team of researchers developed a low-inference framework for the analysis of video recordings of mathematics lessons drawn from Flemish Belgium, England, Finland, Hungary and Spain. Located within a theoretical framework concerning learning as the negotiation of meaning, we discuss problems of linguistic and conceptual equivalence and the manner by which they were resolved. Significantly, when compared with the time-stamped codes of projects like the TIMSS video studies, we argue that the unit of analysis adopted, the episode, allowed for the distinctive patterns of a lesson to be retained for comparison with others. Also, we suggest that the framework's generic, though subject-focused, codes are amenable to adaptation to other curriculum areas, thus providing an opportunity for the comparative study of subjects not normally associated with work of this nature. (Contains 3 tables.) [This project received financial support from the European Union.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium; Finland; Hungary; Spain; United Kingdom (England)