High-Quality Use of Representations in the Mathematics Classroom -- A Matter of the Cultural Perspective?

Artigo2024

Anika Dreher; Ting-Ying Wang; Paul Feltes; Feng-Jui Hsieh; Anke Lindmeier

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Resumo

The teacher's use of representations is a crucial aspect of instructional quality in mathematics education, given their pivotal role in facilitating mathematics learning. However, in our international research community, perspectives on what constitutes high-quality use of representations may vary. This cross-cultural study aims to explore whether the perspectives from Western literature, emphasizing the importance of explicit connections between symbolic and graphic representations, can be extended legitimately to the East Asian context. Using a situated approach, the study elicited norms of high-quality representation use from researchers in Germany and Taiwan. A total of 31 mathematics education professors from both countries evaluated the use of representations in three secondary mathematics classroom situations presented as text vignettes. The vignettes, designed by the German research team, each depicted a situation where from their perspective, a norm of high-quality representation use, specifically the explicit connection between symbolic and graphic representations, was violated. Qualitative analysis of the researchers' responses revealed that in each situation, at least half of the German researchers expected explicit connections between representations. Conversely, the majority of Taiwanese researchers only expected such connections in one situation, particularly when the graphic representation served as an independent learning objective rather than solely aiding conceptual understanding. These findings indicate easily unnoticed culture-specific differences regarding how a common aspect of instructional quality is expected to unfold in teaching.

Dados da obra

Tipo: Artigo
Periódico: ZDM: Mathematics Education
Ano: 2024
Idioma: en
Palavras-chave: Mathematics Instruction; Teaching Methods; Mathematical Concepts; Symbols (Mathematics); Graphs; Visual Aids; Foreign Countries; Secondary School Mathematics; Vignettes; Cultural Influences
ISSN: 1863-9690
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DREHER, Anika et al.. High-Quality Use of Representations in the Mathematics Classroom -- A Matter of the Cultural Perspective?. ZDM: Mathematics Education, 2024. Disponível em: http://dx.doi.org/10.1007/s11858-024-01597-5. Acesso em: 5 nov. 2026.

APA

Dreher, A., Wang, T. Y., Feltes, P., Hsieh, F. J., & Lindmeier, A. (2024). High-Quality Use of Representations in the Mathematics Classroom -- A Matter of the Cultural Perspective?. ZDM: Mathematics Education. http://dx.doi.org/10.1007/s11858-024-01597-5

BibTeX

@article{dreher2024,
  author = {Dreher, Anika and Wang, Ting-Ying and Feltes, Paul and Hsieh, Feng-Jui and Lindmeier, Anke},
  title = {High-Quality Use of Representations in the Mathematics Classroom -- A Matter of the Cultural Perspective?},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  url = {http://dx.doi.org/10.1007/s11858-024-01597-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Dreher, Anika
AU  - Wang, Ting-Ying
AU  - Feltes, Paul
AU  - Hsieh, Feng-Jui
AU  - Lindmeier, Anke
TI  - High-Quality Use of Representations in the Mathematics Classroom -- A Matter of the Cultural Perspective?
PY  - 2024
JO  - ZDM: Mathematics Education
UR  - http://dx.doi.org/10.1007/s11858-024-01597-5
LA  - en
ER  -

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