Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19237
Title: 
Mathematics classroom studies: Multiple lenses and perspectives
Authors: 
Keywords: 
TIMSS video studies
Learner’s perspective study
Mathematics
Classroom studies in Singapore
East Asian pedagogy
Models of instruction
Issue Date: 
Jul-2016
Citation: 
Kaur, B. (2016). Mathematics classroom studies: Multiple lenses and perspectives. In G. Kaiser (Ed.), The Proceedings of the 13th International Congress on Mathematical Education (pp. 45-61). Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-62597-3_4
Abstract: 
In some ways, the Third International Mathematics and Science Study (TIMSS) Video Studies of 1995 and 1999 may be said to be the impetus for classroom studies in many countries. These studies created an awareness of how vast video data and how endless the possibilities of rich analysis were. They also stimulated thought and academic discourse about the conceptual framework and methodology, which led to subsequent video studies such as the Learner’s Perspective Study (LPS). This paper recounts how mathematics classroom studies have developed over the past decades in Singapore. It shows that the use of particular types of lenses does have an impact on images of mathematics teaching that emerge from the analysis. It also examines the stereotype of East Asian mathematics classroom instruction and suggests that instructional practices for mathematics classrooms cannot be considered Eastern or Western but a coherent combination of both.
Description: 
This paper was published in the Proceedings of the 13th International Congress on Mathematical Education held at Hamburg, Germany from 24 - 31 July 2016
URI: 
Appears in Collections:Conference Papers

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