What Matters? Research Trends in International Comparative Studies in Mathematics Education by Ji-Won Son Tad Watanabe & Jane-Jane Lo

Author:Ji-Won Son, Tad Watanabe & Jane-Jane Lo
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Of the participating math/science teachers, 75% of American prospective teachers (n = 20) and 82% of Korean teachers (n = 32) supplied evidence to demonstrate changes in their attitude and perspective on content and pedagogy. The evidence included comments on attitude and descriptions of perspectives gained in content and pedagogy. Additionally, the focus-group discussion informed the study that mathematics teachers were often willing to revise content by emphasizing particular concepts or providing more opportunities for math skills practice after hearing the science teachers share their experiences of using mathematics in their teaching. Simultaneously, the science teachers consulted with mathematics teachers about designing application and problem sections in their lesson plans so that their science content could include rich mathematical thinking and reasoning. In particular, 38% of the participants (n = 25) mentioned that they recognized problem-solving as an important mathematical activity and renewed their commitment to implement more problem-solving in their future lessons.

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