Do cultural norms influence the perception of teaching? - A new paper from the TaiGer Noticing research project explains!

A new research article from the TaiGer Noticing project was published in August 2024. The article describes the extent to which culturally dependent norms influence how mathematics education professors, and therefore potentially the teachers they train, perceive teaching situations. 
  • Abteilung Didaktik allgemein
  • Didaktik der Mathematik

Published: | By: J. Paul

The mathematics education researchers Anke Lindmeier and Josephine Paul de together with their cooperation partners from Freiburg (Anika DreherExternal link) and Taipei (Ting-Ying WangExternal link, Feng-Jui HsiehExternal link), have published a new research article on the results of the TaiGer Noticing Project  deveröffentlicht. In the article, they explain the role of cultural norms for the perception of teaching.

Content of the article

In mathematics education research, we are particularly interested in matters of instructional quality. One instructional quality aspect that is often looked at closely is the potential of tasks to promote mathematical learning and how this potential is used in instruction. Previous research suggests that perspectives on task potential and how it can be best utilized differ. This is explained by the diversity of instructional norms in different cultural contexts.
In the article, these relationships are explained in more detail and three culture-dependent norms are explicated investigating a sample of 17 German and 19 Taiwanese mathematics education professors. One of these norms is a shown to be Taiwanese norm, one is a German norm and one is a norm shared by German and Taiwanese professors. The norms cover the areas of flexible solving, modeling and discussing different systems of equations.
You can find the article here: https://link.springer.com/article/10.1007/s13138-024-00237-5External link

 

Research stay and ongoing research in the TaiGer Noticing Project

Research in the TaiGer Noticing project is still ongoing. In order to make further progress, Josephine Paul is currently visiting our cooperation partners in Taipei for a research stay. With the help of a scholarship funded by DAAD and NSTC, she has the opportunity to conduct exchange processes with the cooperation partners in Taipei during August and September. She is also supported by two Taiwanese Master's students who have already given short presentations at the conference of the International Group for Psychology in Mathematics Education (PME). Together they are working on consensus codings, analyses, and double codings for a secondary analysis. Stay tuned for new findings!