Learner’s Perspective Study 2010 Progress Report · 2010-11-01 · Learner’s Perspective Study...
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Learner’s Perspective Study
2010 Progress Report
LPS Research Series Publications The third volume in the LPS Research Series has been published:
Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010).Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers.
The following volumes are in preparation (all titles are provisional):
Difference in Mathematics Classrooms Internationally Editors: Christine Keitel, Keiko Hino, Astrid Begehr & David Clarke International Perspectives on the Teaching and Learning of Algebra Editors: Frederick Leung, Kyungmee Park, Derek Holton & David Clarke Coherence in the Teaching of Mathematics Internationally Editors: David Clarke, Ida Ah Chee Mok & Gaye Williams Competent Teachers in Mathematics Classrooms around the World Editors: Yoshinori Shimizu, Jarmila Novotna & David Clarke Students’ Voice in Mathematics Classrooms around the World Editors: Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani & David Clarke
Reports on the progress of each publication can be found in the LPS Team Meeting Report (below).
LPS Team Meeting – Belo Horizonte, Brazil, Friday, July 23, 2010
Meeting was attended by:
AUSTRALIA: David Clarke (chair), Gaye Williams, Carmel Mesiti, Cameron Mitchell,
Reggie Bowman
CHINA: Cao Yiming (Beijing)
CZECH REPUBLIC: Jarmila Novotna, Alena Hospesova
JAPAN: Minoru Ohtani
PORTUGAL: Joao Pedro da Ponte, Claudia Nunes
SWEDEN: Jonas Emanuelsson
Review of membership and progress
Team Reports from Australia, China (Hong Kong, Macau, and Beijing), Czech Republic,
Germany, Israel, Japan, Korea, New Zealand, Norway, Philippines, Portugal, Singapore, and
Sweden were distributed prior to the meeting (attached).
Publications
The imminent publication of the Tasks book was a cause for major celebration.
Concern was expressed over delays in the publication of the Difference book. David reported
that as of the December conference 2009 ten chapter manuscripts had been received and
reviewed. As a consequence of the review process, one chapter had been rewritten as two
separate chapters. It appeared that sufficient submitted chapters exist to constitute a
publication, but the publication schedule has yet to be finalised. Chapter authors are
encouraged to contact Christine Keitel (lead editor) for further information.
Frederick was not able to attend the meeting but indicated in a separate report that eight
chapter manuscripts for the Algebra book existed in draft form and that with the addition of
three further proposed chapters and one chapter relocated from the Coherence Book and the
introductory chapter, there should be sufficient substance for a complete volume. It was
anticipated that the manuscript should reach the publishers early in 2011.
Chapters for the Coherence book will provide one focus for the 2010 December conference.
David reported that four chapter drafts have been received so far and that one draft had been
redirected for inclusion in the Algebra Book. Six further chapters have been proposed and
accepted. Manuscripts of these chapters should either be available for review at the 2010
December or presentations of preliminary drafts will be made and comment sought.
Publication is intended towards the end of 2011.
Chapters for the Competence book would provide the other focus for the December
Conference. Yoshi provided a report indicating that eleven chapters have been proposed. It is
hoped that several of these chapters will provide the focus of presentations at the December
Conference. Publication is anticipated in 2012.
Berinder successfully proposed a new volume to focus on Student Voice. The editorial team
would consist of Berinder, Glenda Anthony, Minoru Ohtani and David Clarke. Chapter
proposals should be submitted to Berinder and any LPS team members able to make a
presentation at the December Conference related to a possible Student Voice chapter are very
welcome to do so.
Team reports (attached) included records of other LPS-related publications.
Technical Update and Data Audit Update
Cameron, Reggie and Carmel reported on the management of the LPS data set.
1. Consistency of formatting – data continues to arrive at the ICCR in different formats.
It is extremely important that we maintain consistency of standard by adhering to the
LPS Technical Guidelines. Anyone uncertain as to the relevant standards should
contact Cameron Mitchell at [email protected]. Getting the format correct at the
start can avoid additional work for everyone: ICCR staff and the generators of the
data.
2. Online portal system – the LPS data audit circulated prior to the meeting provides the
structure for the online portal system. Three teams currently subscribe to this service:
Japan, Norway and Sweden. The annual cost of subscription was originally set at
A$5000 based on indications that at least five teams would subscribe. With less than
five teams using VideoPortal, the cost of the continual re-purposing and posting of
data and the maintenance of the web-mediated facility is being significantly subsidised
by the Australian team. David indicated that this subsidy would continue as long as the
ICCR could manage the expense, but that other teams should consider the significant
savings in cost of local storage made possible by subscribing to VideoPortal. David
reported that the efficiency and ease of use of the VideoPortal system is remarkable –
he has now used the system to access the LPS data base from hotels all around the
world without difficulty. This ease of access at such low cost to such a substantial set
of classroom data is unique in international educational research.
3. Data collection systems – Cameron and Reggie reported on recent developments that
streamlined classroom data collection and made multi-camera designs incorporating
post-lesson interviews much more efficient to implement. Such developments include
the use of screen-capture technology to better document the focus of post-lesson
interview discussion. The general comment was made (again) that good quality data is
needed from the point of capture. In particular, as has been repeatedly stressed, good
quality audio, saves time and money at the transcription stage. With improvements in
data storage, it becomes even more important to future-proof data. A workshop on
these developments will be conducted at the December Conference.
4. Transcription tools – Inqscribe is still recommended as the best (and simplest)
available.
5. The LPS Technical Guidelines need updating – it is possible that a working group
might be set up at the December Conference to address this need.
6. StudioCode version 4.0 has been released. Teams wanting to purchase copies of the
latest version of StudioCode should do so through the ICCR since a significant
discount has been arranged.
LPS website
LPS members must accept responsibility to keep the information on the LPS website up to
date. PLEASE VISIT THE WEBSITE at http://www.lps.iccr.edu.au/ and send any updated
information, including additional publication details, to David and Cameron at
[email protected] and [email protected].
December Team Conference in Melbourne
After the success of last year‘s LPS December Conference, it was decided to continue the
December Team Conference at Wilson‘s Promontory National Park from December 6 to 11.
LPS team members attending the team conference are encouraged to arrive on Saturday,
December 4. On Sunday, December 5, the traditional shopping expedition to Victoria Market
will provide team members with the chance to purchase ingredients for the dinner that each
team must contribute to the Retreat. A Welcoming Dinner will be held on the Sunday evening
and everyone will re-locate to Wilson‘s Promontory National Park on the morning of
Monday, December 7. Costs of the Sunday dinner and accommodation in Melbourne will be
met by the Melbourne team. The primary purpose of the conference will be the presentation
of draft chapters for the Coherence and Competence books, although papers related to the
Students‘ Voice book are welcome.
Collaborative possibilities (eg Lexicon, LPS Primary, etc)
LPS-Primary: see Japanese team report.
The Lexicon Project: David reported the successful completion of a pilot study for the
Lexicon Project, which seeks to identify pedagogical terms in non-English languages used to
describe the activities of the mathematics classroom. Of particular interest are non-English
terms that do not have a simple English equivalent. Terms have now been collected in French,
Czech, Portuguese, Finnish, Swedish, Japanese, Chinese and Korean. The pilot study was
funded in 2009 by the Spencer Foundation (USA). Additional funding is currently being
sought for an expansion of the study. Many LPS team members have already expressed
interest in taking part in the study.
The Spoken Mathematics Project: David reported briefly on the recent work of the Melbourne
team on a comparative analysis of the use of spoken mathematics in classrooms from six of
the LPS countries (Australia, China, Germany, Japan, Korea, and the USA). The analysis has
led to two journal articles, two book chapters (to be published in the LPS Differences book)
and a large number of conference presentations. Drafts of all publications have been
circulated to the leaders of the teams whose data has been analysed and the response has been
enthusiastic. If further funding can be obtained then the project will be expanded to include
other countries‘ data.
Accomplished Practice Study: David proposed a possible new study for which OECD support
might be sought in which locally-generated classroom video material would be made
available to teams of ―expert teachers‖ in each participating country for the purpose of
identifying those practices identified as competent or accomplished in each country.
Interested LPS team members should contact David.
Collaboration: David suggested that the mathematics education community was expecting
more from the LPS project than separate analyses of each country‘s data and that more
comparative analyses must be undertaken. These comparative analyses could be the focus of
collaborative work and joint funding applications from different combinations of LPS teams.
The availability of the VideoPortal system should make comparative analyses easier than has
previously been possible. Consistent with established LPS protocol, any proposed analysis
must be submitted via David for approval by the research team leaders whose data is to be
analysed.
Funding
International Collaboration Prioritised - There is a current interest in funding agencies
internationally to support international collaborative research and LPS team members should
make use of the project to develop new partnerships and initiate new analyses of the large
body of LPS data available.
The Australian Linkage-International funding scheme that has supported the LPS meetings,
both overseas and in December no longer exists. It is possible that this December Meeting
will be the last unless an alternative funding source can be found. Research groups in other
countries are strongly encouraged to seek funding to host LPS Team Meetings in their home
country or elsewhere.
The University of Melbourne Visiting Scholars Program provides funding for international
researchers to conduct collaborative research at the University of Melbourne for up to one
year. LPS team members interested in applying should contact David.
Copy Editing Costs for LPS books may be available from universities. LPS lead editors
should explore this possibility at their own university.
Summer School on Classroom Research and Video Analysis – possibilities are being explored
regarding the offering of such a Summer School or Summer Institute by ICCR staff, possibly
in interested in hosting such an event at their university should contact David.
Visibility
The LPS project and community are continually gaining status and being more frequently
mentioned in publications and keynote addresses by other (non-LPS) researchers. We must
maintain the international interest in our work by ensuring the timely publication of our series
of research books. The LPS website is one major source of information for the international
community about the LPS project. Each time an LPS-related publication appears, please send
the full APA reference to David and Carmel for inclusion on the LPS website.
Conferences in 2011
CERME - Rseszow, Poland - Feb. 9 to 13
AERA - New Orleans, USA - April 8 to 12
NCTM Research Presession and Main Conference - Indianapolis, USA - April 11 to 16
MERGA/AAMT - Alice Springs, Australia - July 3 to 7
PME - Ankara, Turkey - July 10 to 15
CIEAEM - Barcelona, Spain - July 24 to 29
EARLI - Exeter, UK - August 30 to September 3
ECER - Berlin, Germany - September 13 to 16
ICMI 21 - Sao Paulo, Brazil - September 16 to 20
Future LPS meetings
David expressed disappointment at the low attendance at the Team Meeting, despite the initial
indications from many LPS team members of their intention to attend.
A majority of those present indicated their preference that the 2011 LPS Team Meeting
should be held during or following the PME conference. The other possibilities are the
EARLI and CIEAEM conferences. The LPS team membership will be contacted and given an
opportunity to indicate their preference.
LPS TEAM REPORTS - 2010
Prepared for the LPS Team meeting held in Belo Horizonte, Brazil, on Friday, July 23.
LPS Australian Team Report – 2009/10
Team members: David Clarke, Gaye Williams, Carmel Mesiti, Cameron Mitchell,
Reggie Bowman, Li Hua Xu, and Vivien May Ee Wan
1. Recent changes affecting the activities of the Australian team
• Dr Gaye Williams (Deakin University) continues at the ICCR as post-doctoral
research fellow three days per week from until the end of 2012.
• Dr Li Hua Xu has commenced work at the ICCR as a postdoctoral researcher,
after completing her PhD early in 2010. Li Hua‘s position is funded from an
Australian Research Council grant for a project on curricular alignment in
mathematics and science in Melbourne, Helsinki and Beijing.
2. Visiting Researchers – last 12 months
The December meeting of the Learner‘s Perspective Study (LPS) international
research team was held from December 5 to 12, 2009. Support for this conference,
which attracted representatives from ten countries, was provided partly by an ARC
Linkage-International Grant and partly by a Melbourne University International
Research Planning Workshop grant. LPS visitors during 2009/10 include:
2009
Tomas Hojgaard (Aarhus University, Denmark), Minoru Ohtani (Kanazawa
University, Japan), Jonas Emanuelsson (Gothenburg University), Zuo Hualing
(Beijing Normal University, China), Glenda Anthony (Massey Uni., NZ), Christine
Keitel (Free University Berlin), Birgit Pepin (University of Oslo), Berinderjeet Kaur
(National Institute of Education, Singapore), Ida Ah Chee Mok (Hong Kong), Fritjof
Sahlstrom (Helsinki, Finland), Hauke Straehler-Pohl (Free University Berlin), Huan
Zhongdan (Beijing Normal University), Minoru Ohtani (Kanazawa University)
2010 (to June 30)
Cecilia Kilhamn (doctoral student, Gothenburg University), Celia Hoyles and Richard
Noss (Institute of Education, London), Arne Mogensen (Aalborg Uni., Denmark),
Zheng Guomin (Dean of Education, Beijing Normal University) and a delegation of
20 Deans of Education from a variety of Chinese Universities, Kang Changyun (UBC,
Canada) and four Chinese teachers
3. Research Projects
LPS-related Projects being conducted at the ICCR
Learner’s Perspective Study (David Clarke and various LPS collaborators)
(ARC-DP grant (now finished) and several ARC Linkage-International grants –
currently 2008/9/10).
The International Classroom Lexicon Project (David Clarke and collaborators in ten
countries). Funding of $50,000 obtained from the Spencer Foundation (USA) for
2009. Major grant application to Spencer Foundation to continue the study in
2010 was not successful – alternative funding is being sought.
The spoken mathematics project – funding obtained as The Distribution of
Responsibility for Knowledge Generation in Mathematics Classrooms in Australia
and Korea (David Clarke, University of Melbourne, Frederick Leung, University
of Hong Kong, and Kyungmee Park, Hongik University, Korea) (ARC Discovery-
Project grant – finished 2007 – analysis continues)
The Alignment Project – major funding obtained for research into curricular alignment
in Melbourne, Beijing and Helsinki from an ARC Discovery-Project grant for
2010-2013.
Projects employing variations on the LPS methdology
Causal relations between complex classroom practices and science learning (David
Clarke, Russell Tytler, Christina Hart, Jenny Arnold, Seah Lay Hoon, and Xu Li
Hua) (ARC Discovery-Project grant for 2008/9/10/11)
Designs for Learning: Teachers and Students as Co-Participants in the Development
of Professional Standards for Teachers of Geography (Jeana Kreiwaldt, Dianne
Mulcahy, David Clarke, University of Melbourne) (ARC Linkage-Project grant
awarded for 2007/8/9/10)
The role of optimism in collaborative problem-solving in mathematics: Building
problem solving capacity (Gaye Williams) (ARC-DP grant (2009/10/11/12)
including a postdoctoral fellowship for Dr Williams)
Technical Projects related to the LPS
VisualGrid: Grid-Enabled International Collaborative Entry, Retrieval and Analysis
of Video Data in Education and the Social Sciences (David Clarke and Cameron
Mitchell, University of Melbourne; Sally Barnes, University of Bristol; Frederick
Leung, University of Hong Kong; Fritjof Sahlström, Uppsala University) (ARC
SRI e-Research grant for 2006/7 – work continues)
VideoBROKER: A national video storage and retrieval portal for the CEST project
(Capturing Effective Science Teaching). (David Clarke and Cameron Mitchell)
(Victorian Partnership for Advanced Computing: e-Research Program Grants
Scheme for 2007 – work continues)
Developing Collaborations – loosely connected to LPS
Learning outcomes in mathematics and science classrooms in Australia, Finland and
China: Interrogating the alignment of curriculum, instruction and assessment
(David Clarke, Fritjof Sahlstrom, Yi Ming Cao) (ARC-DP application
submitted)
Systemic provision of resources to support mathematics teacher professional learning
(Paul Cobb, David Clarke, Yi Ming Cao) (Implementation of new Chinese
curriculum – possible application to the NSF).
4. Recent and Pending Publications of LPS-related Research by the Australian team
Clarke, D.J., Xu, L., & Wan, V. (in press). Spoken mathematics as an instructional
strategy: The public discourse of mathematics classrooms in different countries.
To be published in C. Keitel, A. Begehr, K. Hino, & D. Clarke (Eds.), Studies of
Difference in Mathematics Classrooms around the World. To be published in
2010 by Sense Publishers.
Clarke, D.J., Xu, L., & Wan, V. (in press). Students speaking mathematics: Practices
and consequences for mathematics classrooms in different countries. To be
published in C. Keitel, A. Begehr, K. Hino, & D. Clarke (Eds.), Studies of
Difference in Mathematics Classrooms around the World. To be published in
2010 by Sense Publishers.
Keitel, C., Begehr, A., Hino, K., & Clarke, D.J. (Eds.), Studies of Difference in
Mathematics Classrooms around the World. To be published in 2010 by Sense
Publishers.
Williams, G. (in press). Spontaneous student questions: Informing pedagogy to
promote creative mathematical thinking. Paper accepted for presentation
and inclusion in the conference proceedings for the Research Group for the
Psychology of Mathematics Education Conference, Thessoloniki, Greece,
July 2009.
Williams, G. (in press). Engaged to Learn Pedagogy: Theoretically Identified
Optimism Building Situations. Paper accepted for presentation and
inclusion in the conference proceedings for the Mathematics Education
Research Group of Australasia Conference, Wellington, New Zealand, July
2009. Clarke, D. J., Xu, L., & Wan, V. (2010). Spoken mathematics as a distinguishing
characteristic of mathematics classrooms in different countries. Mathematics
Bulletin – a journal for educators (China), Volume 49, Special Issue (Y. Li & Z.
Huan (Eds.), Mathematics education: perspectives and practices in the East and
West), 1 -12.
Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010). Mathematical Tasks
in Classrooms Around the World. Rotterdam: Sense Publishers.
Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (2010). The Role of Mathematical
Tasks in Different Cultures. Chapter 1 in Y. Shimizu, B. Kaur, R. Huang, & D. J.
Clarke (Eds.). Mathematical Tasks in Classrooms Around the World. Rotterdam:
Sense Publishers, pp. 1–14.
Mesiti, C. & Clarke, D.J. (2010). A functional analysis of mathematical tasks in
China, Japan, Sweden, Australia and the U.S.A: Voice and Agency. Chapter 10 in
Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in
Classrooms Around the World. Rotterdam: Sense Publishers, pp. 185-216.
Clarke, D. J. (2010). Appendix A: The LPS Research Design. In Y. Shimizu, B. Kaur,
R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in Classrooms Around the
World. Rotterdam: Sense Publishers, 217-232.
Baroudi, Z.M. & Clarke, D.J. (2009). Can formative assessment replace summative
assessment? (abstract of short communication). In M. Tzekaki, M. Kadrimidou, &
H. Sakonidis (Eds.), In Search for Theories in Mathematics Education.
Proceedings of the 33rd
Conference of the International Group for Psychology of
Mathematics Education, Volume 1. Thessaloniki, Greece: PME, page 333.
Clarke, D.J. (2009). Mind your language: Speaking in and about the mathematics
classroom. In D. Martin, T. Fitzpatrick, R. Hunting, D. Itter, C. Lenard, T. Mills,
& L. Milne (Eds.), Mathematics of Prime Importance, Brunswick: MAV, pp. 34-
49.
Clarke, D.J., Mitchell, C. & Bowman, P. (2009). Optimising the use of available
technology to support international collaborative research in mathematics
classrooms. In T. Janik & T. Seidel (Eds.) The power of video studies in
investigating teaching and learning in the classroom, New York: Waxmann, pp.
39-60.
Remedios, L. & Clarke, D.J. (2009). Cultural Origins of Patterns of Participation in
Multi-cultural Classrooms. Chapter 11 in M. César & K. Kumpulainen (Eds.),
Social Interactions in Multicultural Settings. Dordrecht: Sense Publishers, 297-
327.
Suri, H. & Clarke, D.J. (2009). Advancements in Research Synthesis Methods: From a
Methodologically Inclusive Perspective. Review of Educational Research, 79(1), 395-
430.
Four further volumes in the LPS research series are in preparation. The next volume to be
titled, Difference in Mathematics Classrooms Around the World, should be published in
December, 2010. It is hoped that the following three volumes (Algebra, Coherence and
Competence) will be published at six-monthly intervals.
5. LPS-related Conference Presentations in 2009 and 2010
6th
Conference of European Research in Mathematics Education, Lyon, France Fri., Jan. 30 Research report (Clarke): Spoken Mathematics as a Distinguishing
Characteristic of Mathematics Classrooms in Different Countries
European Association for Research in Learning and Instruction, Amsterdam,
The Netherlands Fri., Aug. 28 Symposium. Social Interactions and Language Use in Asian and
Western Mathematics Classrooms
Sat., Aug. 29 Symposium. The Challenges of International Classroom Research
Korean Mathematics Education Conference, Chungbuk Uni, Korea Sat., Oct. 24 Keynote address: Spoken Mathematics as a Distinguishing
Characteristic of Mathematics Classrooms around the World
National Curriculum Conference, Providence University, Taipei Fri., Oct. 30 Keynote address: Speaking in and about the mathematics classroom
Australian Association for Research in Education, Canberra Mon., Nov. 30 Presentation 1. The cultural specificity of theory
Presentation 2. Spoken Mathematics (Clarke)
Mathematical Association of Victoria, La Trobe University Fri., Dec. 4 Keynote: Speaking in and about the mathematics classroom
2010
International Group for Psychology in Mathematics Education, Belo Horizonte,
Brazil Mon., July 19 Research Forum 1: Speaking in the mathematics classroom
Fri., July 23 Research Forum 2: Speaking about the mathematics classroom
Australian Council for Educational Research, Melbourne Mon., Aug. 16 Opening Keynote: Speaking in and about mathematics classrooms
internationally: The technical vocabulary of students and teachers
East-Asian Research Conference On Mathematics Education (EARCOME 5),
Tokyo, Japan
Thurs., Aug. 19 Plenary Address: The Cultural Specificity of Accomplished Practice:
Contingent Conceptions of Excellence
Fri., Aug. 20 Research Paper: Meta-discursive rules and the introduction of new
content in mathematics classrooms in Seoul, Shanghai and Tokyo
(Xu, Clarke, Wan)
European Conference on Educational Research, Helsinki, Finland
Fri., Aug., 27 Symposium. Multiple Approaches to the Analysis of Social
Interactions and Language Use in Asian and Western Mathematics
Classrooms
Moving Through Cultures of Learning (Conference of EARLI SIGs 10 and 21),
University of Utrecht, The Netherlands Fri., Sept. 3 Research paper 1. Moving between theories: The need for multi-
theoretic designs for classroom research
Research paper 2. Differences in Student Participation in
Mathematical Discourse: Comparisons across classrooms in Berlin,
Hong Kong, Melbourne, San Diego, Seoul, Shanghai, Singapore, and
Tokyo
School of Education, University of Waikato, 50th
anniversary Fri., Nov. 5 Invited keynote: Pushing the Boundaries of Classroom Research
6. ICCR Centre Review
• The ICCR is going a major Review of its activities. Attempts will be made to get
some university support for Centre infrastructure.
7. VideoPortal
• The videoPortal facility has now been running successfully for 12 months. At this
time it has only three subscribing teams. At least five subscribers are needed for it to
be self-maintaining – so, for the moment, it is being subsidized by the Melbourne
team from other research funds. Lesson tables have now been included as part of the
front-page to assist LPS researchers to select suitable lessons for analysis.
LPS China - Hong Kong Report for 2009/10 (June 30, 2010)
Project leader: Frederick Leung, The University of Hong Kong Project members:
Ida Mok, The University of Hong Kong
Prepared by Ida Mok
The data set collected by Hong Kong team consists of the Hong Kong and Shanghai data in
2000-2003. They are uploaded in the LPS online system. We submitted a grant last year but
was not successful. Therefore, at the present moment, we have no grant support. Nonetheless,
analysis and writing continues.
To support the Beijing team, a visit by Ida was made for Beijing to share the LPS experience
with the Beijing Team in January 2010. To support the Beijing LPS work, seminars and
workshops were presented about findings by the Hong Kong Team and issues about
translation and documentation of data.
Another visit by Ida is planned to Taiwan in October 2010 to give a talk on LPS Hong Kong
experience.
List of Publications
Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and
Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Mathematical
tasks in classrooms around the world. 119–145. Rotterdam: Sense Publishers B.V.
Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra
lesson on factorization of polynomials. Zentralblatt fuer Didaktik der Mathematik (ZDM
Mathematics Education). 41, 319-332. DOI 10.1007/s11858-009-0166-8.
Mok, I.A.C. (2009). A Glimpse of a Mathematical Enculturator in Chinese Mathematics
Classrooms: An Example from A Shanghai Lesson. Selected Papers of The ICME 11
Topic Study Group 24: Research on classroom practice. A monograph for Topic Study
Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN
DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO
2009. 2009. pp. 1-7. ISSN 1592-4424. Available at
http://math.unipa.it/~grim/quaderno19_suppl_4.htm
Clarke, D., Mesiti, C., O‘Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y.
(2007). Addressing the challenge of legitimate international comparisons of classroom
practice. International Journal of Educational Research 46, 280–293.
Clarke,D., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner‘s
Perspective Study and International Comparisons of Classroom Practice. In Clarke, D.,
Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing
Mathematics Classrooms Around the World.. Rotterdam: Sense Publishers B.V.
Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in
Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics
Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.
Huang, R., Mok, I.A.C. & Leung, F.K.S. (2006) Repetition or Variation - ―Practice‖ in the
mathematics classrooms in China. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.)
Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense
Publishers B.V.
Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E.,
and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms
Around the World. Rotterdam: Sense Publishers B.V.
Lopez-Real, F.J., Mok, I.A.C., Leung, F.K.S. & Marton, F. (2004). Identifying a Pattern of
Teaching: An analysis of a Shanghai teacher‘s lessons. In Lianghuo Fan, Ngai-Ying
Wong, Jinfa Cai & Shiqi Li (Eds.) How Chinese Learn Mathematics: Perspectives from
Insiders. NJ: World Scientific publishing Co.
Conferences
Mok, I.A.C. (2009). Glimpses of Hong Kong Mathematics Lessons: When the students
appreciate their teacher. Paper presented at the 3rd Redesigning Pedagogy International
Conference, June 2009, Singapore.
Mok, I.A.C. (2008). A glimpse of a mathematical enculturator in Chinese mathematics
classrooms: An example from a shanghai lesson. Paper presentation in Topic Study Group
24, Research on Classroom Practice. In The 11th International Congress on Mathematics
Education ICME-11, 6-13 July, Monterrey, Mexico.
Mok, I.A.C. (2007).Teacher and Student Perspectives on Mathematics Lessons: A Shanghai
Case Study. In Symposium: International Perspectives on Mathematics Teaching and
Lesson Structure, in European Association for Research on Learning and Instruction
(EARLI) 12th
Biennial Conference,Budapest, Hungary, August 28 to September 1.
List of writing in preparation
Mok, I.A.C. (draft). Seeking the evidences of instructional scaffolding in the reform-based
teaching of a Shanghai teacher. In LPS Book7 (Working title): Competent Teachers in
Mathematics Classrooms around the World (Working)
Mok, I.A.C. (draft). Seeking coherence: A case study in the Hong Kong Classroom. In
Coherence in the mathematics classroom: The teaching of a topic in mathematics
classrooms around the world. (LPS Book 6), (Working)
Mok, I.A.C. (draft). The coherence of student beliefs about good classrooms in Shanghai and
Hong Kong. LPS book 4 chapter. (revised and resubmitted)
Mok, I.A.C. (draft) Teaching the graphical method of solving equations: An example in the
Shanghai lessons. LPS algebra book chapter. (submitted)
Huang, Mok & Leung (draft) Teaching algebraic concepts in Chinese classrooms: a case
study of systems of linear equations. LPS algebra book chapter (submitted, revised)
Zhu & Mok (draft) What matters in a mathematics lesson in the students' and the teacher's
view: A case study in Hong Kong (working)
LPS China-Beijing Team Report in 2009/10
Zhongdan Huan
From 2009 LPS annual meeting, the LPS China-Beijing Team has finished the following
work:
(1) Clarification of LPS design
The LPS design was reviewed and understood in Chinese by the team. The team wants to
thank Ida for her support.
(2) Chinese Transcripts
The team redid the old transcripts on 2005 tapes and finished the transcripts on 2009.
(3) Researches
The team starts several researches based on the transcripts, both related to LPS book 7 and
other issues. There is a monthly meeting on LPS since last January.
LPS China-Macau Team Report in 2010
Team: Rongjin Huang (currently studying/working in the USA)
Journal paper
Huang, R., & Cai, J. (under review). Parallel distribution or hierarchical selection:
Pedagogical representations to teach linear relations in Chinese and U.S.
classrooms. The Journal of Mathematical Behavior.
Book and Book Chapter:
Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.). (2010). Mathematical tasks
in classrooms around the world. Rotterdam, The Netherlands: Sense.
Huang, R., & Cai, J. (2010). Implementing mathematics tasks in the U.S. and
Chinese classroom. In Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.),
Mathematical tasks in classrooms around the world (pp.147-166). Rotterdam,
The Netherlands: Sense.
Huang, R., & Li, Y. (in progress). Promoting mathematical understanding: An
exploratory study of teaching algebra in U.S. and Chinese classrooms. In C.,
Keitel, K. Hino, R. Vithal, A. Begehr, & D. Clarke ( Eds.), Differences in
mathematics classrooms internationally. Rotterdam, The Netherlands: Sense
Huang, R., Mok, I. A. C., & Leung, F. K. S. (in progress). Constructing algebraic
concepts in Chinese classrooms: the teaching of a system of linear equations.
In F. K .S. Leung, K. Park, & D. Clarke (Eds.), The teaching and learning of
algebra around the world. Rotterdam The Netherlands: Sense
Conference Presentation
Huang, R., & Li, Y. (2009, April). Mathematics knowledge for teaching algebra: A
case study on linear equations in Mainland China. Paper presented at 2009
annual meeting of American Education Research Association (AERA), San
Diego, CA.
TEAM PROGRESS 2009/10
CZECH REPUBLIC
Team Members: Alena Hošpesová, Jarmila Novotná
1. New set of data registered in January 2010 are being processed.
2. Outputs
PME 34
Research report Hošpesová-Novotná: Promoting components of algebraic competence
in school practice
Chapter in Shimizu & al.: Mathematical Tasks in Twelve Countries: Novotná-
Hošpesová: Linking in teaching linear equations. Types and Purposes – published
In preparation: Chapter in Keitel et al.: Difference in Mathematics Classrooms
Internationally: Hošpesová-Novotná: Topaze – useful link or teacher’s failure? –
waiting for comments
Chapter in Clarke, Mok & Williams: Coherence in the mathematics classroom: The
teaching of a topic in mathematics classrooms around the world: Hošpesová-Novotná:
Solving word problems and school dialogue - Cognitive demands
Chapter in Leung, Park, Holton & Clarke: The Teaching and Learning of Algebra
Around the World. Novotná-Hošpesová: Traditional versus Investigative Approaches
to Teaching Algebra at the Lower Secondary Level: The Case of Equations
In preparation: LPS Book 7: Competent teachers in mathematics classrooms around
the world. Editorial team: Shimizu, Novotná, Clarke. Novotná-Hošpesová are
preparing one chapter.
German LPS Team Report – 2009/10
Team Members: Christine Keitel, Astrid Begehr, Hauke Straehler-Pohl
1. The German LPS-group had still to cope with capacity problems for the LPS-study in
Germany:
a) Prof. Dr. Christine Keitel could not contribute more deeply to LPS because of the
various duties of her function as Vice-president, where she was and is in particular
responsible for the first evaluation and substantial changes to be completed until 2011
of the majority of study orders, after having identified major problems and
disfunctions of the newly developed and firstly evaluated study orders of the recently
introduced BA and MA system. At the end of her period as VP and after a detailed
evaluation of all orders university-wide CK had started a university-wide reform of
study orders accompanied by accreditation process.
b) Further additional tasks have to be tackled by CK for the new round of the
―Excellence‖-competition with newly developed ―clusters‖ and graduate
programs/schools. In addition, alongside with excellency programs, new demands for
internationalisation and a lot of travelling as Vice-president have taken time and
power.
c) Dr. Astrid Begehr took up another two year break for her new parentship as she got a
second daughter and has resigned from any work, i.e. she did not contribute to LPS.
2. We also attracted some new research capacity, however only for a short period:
a) Our MA-student Hauke Straehler-Pohl as our new collaborator and scientific co-
worker joined us for working on the improvement of our data base and on the analysis
tools, but only for while as he became scientific assistant for Prof. Dr. Uwe Gellert
who took over my duties of teaching:
Hauke could contribute and still works on these themes:
- Continuation of an very intensive reworking of our lesson scripts and a
unification and harmonisation of all translations and specific classifications,
which allows now direct comparisons of video and available texts to create
further descriptors and deeper analyses.
- The improved unification of the transcripts together with additional
translations of contextual characteristics and variables offer a more perfect
translation.
- A listing of those terms or specific expressions that occur typically during
German lessons but do not exist in English are listed as well with a unified
English term that comes close to the meaning and should be used throughout
the texts. These lists were especially important when we compared US-lessons
with German lessons and compared the very different meanings in the
wordings.
Hauke is working on this list of terms that do not exist in English in the
particular meaning, choosing a term with special connotations:
Now we have finally unified all interviews by several checks of
language/translation as we had employed different translators during the first
working on translations. We think that now we have more ―perfect‖ transcripts
with additional explanations/ directing remarks. We believe that this will be of
great help when turning into our videos of primary schools.
We have partially used and worked on our first set of 24 videos of lessons from
very different primary schools which were taken to identify appropriate
schools, and we experienced that the new status of videos from our secondary
schools and their transcripts allow us an easier and quicker working on the
primary school data, because there is now a kind of a ―Handbook for unified
transcripts and translations‖.
Most interesting aspects, which are now more visible, relate to the different
images and conceptualisations of what is considered as mathematics by
teachers and students in different settings/school types and what are the
differences in the main values attributed to mathematics teaching and learning,
which might substantially influence the transition process from one school type
to the next higher one – an unknown and not yet well researched perspective.
During the past year we were mostly occupied and strongly devoted to
finalising the collection of papers for the book on ―Difference(s)‖ which has
now a fine range of papers to cover a good stories to tell with respect to what
makes differences and how they come alive or disturbing. Just now, we design
the preface with an overview and marking of the status where we are and
where we want to go, most contributions are ready and ―improved‖ from point
of view of content analysis, maybe not all from point of view of ―language
refinement‖. For this we might need a look from Carmel over - at least – some
papers; we still wait for some papers to be finalised and not yet arrived in their
final style and version with us, including David‘s now two different papers.
LPS Progress Report Israel, 2009/10
LPS Israel Team:
The principal investigators continue to be Miriam Amit and Michael N. Fried.
Lower-level graduate students provide some assistance to the team.
As before, our LPS data continue to serve as an invaluable source of material and inspiration for
investigations in several different directions. This year, however, has been a low point as for actually
using the data. Financial support for research in areas, like education, that do not have an immediate
economic impact, has not increased over the last year; indeed, if anything, funding has become less
available. So, again this has prevented us, among other things, from completing the enormous
amount of translation work needed to make our data available to other LPS members via the
videoPortal facility.
The report for 2009-2010 is, therefore, as it was in the previous period and can be summarized as
follows:
Data
Fieldwork finished. Two full LPS data sets have been collected (including interviews,
integrated video record, etc.)
Both data sets have been transcribed entirely.
Translation from Hebrew into English of data sets still remains to be done.
Staff
The principal investigators continue to be Miriam Amit and Michael N. Fried.
Lower-level graduate students provide some assistance to the team.
LPS Japanese Team Report – 2009/10
Team Members
Yoshinori Shimizu (University of Tsukuba) [email protected]
Toshiakira Fujii (Tokyo Gakugei University) [email protected]
Yasuhiro Sekiguchi (Yamaguchi University) [email protected]
Koich Nakamura (Tokyo Gakugei University) [email protected]
Minoru Ohtani (Kanazawa University) [email protected]
Keiko Hino (Utsunomiya University) [email protected]
YongChol, Hon (Korean University in Tokyo) [email protected]
Yuka Koizumi (University of Tsukuba) [email protected]
A Summary of Activities
Data collection of LPS-Primary, 2010
The first data collection of LPS-Primary, founded by Japan Society of Promotion of Science,has
been completed in 2008. The second data collection has been planned to be conducted in Tokyo in
year 2010.
Publication of a new book: “A Scientific Approach to Mathematics Classrooms”
A new book (in Japanese) was published in May2010. This book contains nine chapters on some
analyses of LPS data (Mostly Japanese data but one chapter compares Australian and Japanese
classrooms) written by team members. Y. Shimizu (ed.) A Scientific Approach to Mathematics
Classrooms. Tokyo: Gakubunsha. 215p. (in Japanese)
Books Research Papers-LPS related
Hino, K. (2010) Mathematics learning in the classroom from the perspective of students: Focusing
on the connection between individual and collective problem solving. The 32nd conference of the
Japan Academic Society of Mathematics Education, June 26-27, 2010, Hiroshima University
Fujii, T. (2009) The nature of problem solving oriented mathematics lesson in lower secondary
school: Focusing on the community of Inquiry. Proceedings of the 42nd Annual Conference of
Japan Society of Mathematics Education、Shizuoka Japan, November 7 to 8, pp.957-956
Koizumi, Y. (2009). An analysis of teacher‘s Questioning in the mathematics classrooms in Japan
and Germany. Proceedings of 33rd
Annual Conference for the Psychology of Mathematics
Education, vol.1, p.407.
Koizumi, Y. (2009). An analysis of the mathematics classrooms in Germany and Japan: Focusing on
the teacher‘s questioning in the discussion. Proceedings of 42nd
JSME Annual Research
Conference, pp.769-774 (in Japanese)
Koizumi, Y. (2009). The feature of tasks in the mathematics classrooms in Germany and Japan.
Proceedings of Japanese Association for the Instructional Materials Annual Research Conference,
pp.86-87. (in Japanese)
Koizumi, Y. (2010). A study of the features of ―simultaneous equation‖: as a clue to comparison of
Germany and Japan./ (Research Journal of Instructional Materials vol.21, pp.41-48)/ (in Japanese).
Koizumi, Y. (2010). Developments and Issues in International Comparative Studies on Mathematics
Classroom Practices. Research Journal of School Education, University of Tsukuba, pp.75-94. (in
Japanese)
Sekiguchi, Y. (2009). Roles and perspectives of the variation theory in mathematics education:
Search for affordance of learning. /(Proceedings of 42nd
JSME Annual Research Conference, pp.
733-738. (in Japanese)
Shimizu, Y., Kaur, B. R. Huang & D. Clarke (eds.) (2010) Mathematical Tasks in Classrooms
around the World. Rotterdam: Sense Publishers.
LPS Korean Team Report – 2009/10
Team Leader: Kyungmee Park
Korean team has not been active in further analysis of data, but hopefully we can do what we
are supposed to do.
1. Analyze the data from an angle of transition from informal/intuitive level to
formal/abstract level. The idea is not mature enough to report, but the main idea is like
the following. Most lessons start with some contexts or situations where mathematics
which will be dealt in the lesson are embedded. Capable teachers can make students
move from this stage to more advance stage (formal/abstract stage) smoothly. The
analysis will focus on how this transision occur in the class, and what ensures such
transition.
2. Korean team was inspired by the special issue of ESM (Vol. 69), and plan to analyze
the lessons from an angle of ‗examples‘ which play a central role in the teaching of
mathematics. The function of examples will be identified whether they are raw
materials for generalization, illustrations of concepts, giving students a motivation, or
summary etc.
3. Work on the LPS Algebra book with David and Frederick. So far, we have full
submissions as well as abstract or rough draft. We will go on the review process while
we solicit more contributions.
LPS New Zealand Team Report – 2009/10
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Our work on the LPS project data is now focused on analysis and writing—work that is just
one of our research priorities. The main funding for the data collection and initial
formatting/analysis has now come to an end. That said, we are aware that there is a huge
potential for lots of data analysis within the rich data set and for more focus on collaboration
with other country members. Our outputs in the last year include:
Anthony, G., & Burgess, T. (2009, Dec). Teaching linear equations: A question of balance.
Paper presented at LPS conference 2009, Melbourne, Australia. Ding, L., Anthony, G., & Walshaw, M. (2009). Lesson starter activities in New Zealand
secondary mathematics lessons. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research group of Australasia (pp. 734). Wellington: MERGA.
Lawrence, A., Anthony, G., & Ding, L. (2009). Teacher learning and pedagogical shifts subsequent to professional development experiences. New Zealand Journal of Teacher's Work, 6(2), 138-147.
Walshaw, M. (in press). Pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education.
Currently we are have submitted Anthony/Burgess paper to the LPS Algebra text and are
working on a chapter for the Effective Teaching text. Dr Liping Ding has returned to China
and is working on a publication involving comparative study of classroom in NZ and China.
Although our funding for the main project is completed we do have funding available that can
contribute to living expenses if an overseas team member was interested in visiting NZ to
collaborate on writing a journal article. We have interests in comparing lesson starters, use of
worked examples, participation practices, language, task complexity, formative assessment,
and language.
Glenda Anthony (NZ co-director)
LPS Norwegian Team Report – 2009/10 Norwegian LPS team members: Professor Kirsti Klette, Birgit Pepin and Ole Kr. Bergem
1. Current members of the LPS-team: Kirsti Klette, Birgit Pepin and Ole Kr. Bergem
Birgit Pepin, who is a professor at HiST, Sør-Trøndelag University College in Trondheim, has
now joined the Norwegian LPS-group. Through her initiative, all the data material from one
of the Norwegian LPS-schools is now translated to English, and are available for all LPS-
researchers.
2. Recent publications
Bergem, O. K. & Klette, K. (2009). Mathematical Tasks as Catalysts for Student Talk:
Analysing discourse in a Norwegian mathematics classroom. In Y. Shimizu, B. Kaur, R.
Huang & D. ClarkeY. Mathematical Tasks in Classrooms Around the World. Rotterdam:
Sense Publishers.
Klette K. (2010). Blindness to Change during Processes of Change: What do Educational
Researchers Learn from Classroom Stuides? In A. Hargreaves, A.Libermann and M. Fullan
Second International Handbook of Educational Change. Springer.
Bergem, O. K. & Dalland, C. (2010). Arbeidsplaner, læringsmål og vurdering. Hva gjør vi?
(Work plans, learning goals and assessment. What do we do?). Oslo: Universitetsforlaget.
3. Activities
Our group has, in cooperation with the Finnish and Swedish LPS-group, applied to The
Nordic Social Sciences Research (NOS-HS) for funding of a study with a focus on student-
teacher negotiation in mathematics classrooms during individual seat work (―Interrogating the
alignment of curriculum, instruction and assessments in mathematics classrooms in Finland,
Norway, Sweden, Australia and China‖). The project involves LPS scholars from Finland
(project leader), Sweden and Norway, together with colleagues from Australia and China. The
project serves as a further development of the LPS-design.
We are now working on a book from the Norwegian PISA+ video study: ―Exploring Life in
Classrooms within the Era of PISA and TIMSS: Lessons learned from the PISA+ Video
Study‖), which will be published in march 2011. The Norwegian LPS-study was a part of the
PISA+ video study. However, the PISA+ video study also included science- and reading
lessons.
We have also presented papers from the LPS-study at various international and national
conferences, and will continue to do this in accordance with our extended analysis of the LPS-
material.
LPS Philippines Team Report – 2009/10
Team members: Sol Ulep and Lydia
The Philippine team now consists of Lydia and myself. Lydia was a colleague who served
also as an observer and mixer just like Flor and myself when we were still gathering data in
2001.
For 2009, the main thing that I had done was to start writing the chapter that I am contibuting
to the Algebra book. I am still working on it and so haven't submitted it to Frederick.
Moreover, I am still waiting for the comments on the chapter that I submitted for the
Difference book. This is why I did not write a report anymore for 2009.
Lydia and I submitted to Yoshi an abstract for the Competence book. Hopefully, in the second
half of this year, we can start doing our analysis.
Best regards,
Sol
LPS Portuguese Team Report - 2009 The current members of the Portuguese team are
a) João Pedro da Ponte, Department of Education of the Faculty of Sciences of the University of Lisbon;
b) Cláudia Canha Nunes, PhD student at the same Department and mathematics teacher at EB 2,3 Marvila, Lisbon;
Recent publications in research journals:
Martinho, M. H., & Ponte, J. P. (2009). Communication in the classroom: Practice and
reflection of a mathematics teacher. Quaderni di Ricerca in Didattica
(Matematica),Itália, Supplemento n.2 al n. 19. (ISSN on-line 1592-4424)
Matos, A. S., & Ponte, J. P. (2009). Exploring functional relationships to foster algebraic
thinking in grade 8. Quaderni di Ricerca in Didattica (Matematica), Itália,
Supplemento n.2 al n. 19. (ISSN on-line 1592-4424)
Viseu, F., & Ponte, J. P. (2009). Desenvolvimento do conhecimento didáctico do futuro
professor de Matemática com apoio das TIC, RELIME, 12(3), 383-413.
Menezes, J. L., & Ponte, J. P. (2009). Investigação colaborativa de professores e ensino
da Matemática: Caminhos para o desenvolvimento profissional. Jornal
Internacional de Estudos em Educação Matemática, 1(1). (Jornal científico do
Programa de Pós-Graduação em Educação Matemática, UNIBAN – Universidade
Bandeirante de São Paulo, Brasil).
Chapters in international books
Ponte, J. P. (2009). Teachers‘ conceptions and practices regarding contextual problems
and real world connections. In L. Verschaffel, B. Greer, W. Van Dooren & S.
Mukhopadhyay (Orgs.), Words and worlds: Modeling verbal descriptions of situations
(pp. 283-293). Rotterdam: Sense.
Ponte, J. P., Zaslavsky, O., Silver, E., Borba, M. C., van der Heuvel-Panhuizen, M., Gal,
H. Fiorentini, D., Miskulin, R., Passos, C., de La RocquePalis, G., Huang, R.,
Chapman, O., & van den Heuvel-Panhuizen, M. (2009). Tools and settings supporting
mathematics teachers‘ learning in and from practice. In R. Even & D. Loewenberg
Ball (Orgs.), The professional education and development of teachers of mathematics:
The 15th
ICMI Study (pp. 185-209). New York, NY: Springer.
Curriculum development products
Ponte, J. P., Branco, N., & Matos, A. (2009). Álgebra no ensino básico. Lisboa:
Ministério da Educação, Direcção Geral de Inovação e de Desenvolvimento
Curricular.
Ponte, J. P., Matos, A., & Branco, N. (2009). Sequências e funções. Lisboa: Ministério da
Educação, Direcção Geral de Inovação e de Desenvolvimento Curricular.
Ponte, J. P., Oliveira, P., & Candeias, N. (2009). Triângulos e quadriláteros. Lisboa:
Ministério da Educação, Direcção Geral de Inovação e de Desenvolvimento
Curricular.
In addition, João Pedro da Ponte has been involved in the Project of implementation of a new
mathematics curriculum, for grades 1-9. This curriculum was approved by the Ministry of
Education in December 2007.
Lisboa, 17 July 2010
João Pedro da Ponte
LPS Singapore Team Report – 2009/10
Team Leader: Berinderjeet Kaur
(i) at the present team comprises of only one member, i.e. BK
(ii) nothing exciting has happened in the last year
(iii) proposal for the Book on "Students Voice".
Berinder
LPS Swedish Team Report – 2009
Introduction:
In the report from 2008 I reported on changes in the LPS team and work in Sweden. In this
report I will take such issues of given and will focus on events during the last year.
The Swedish LPS team
The 2009 LPS team in Sweden is as follows:
Team leaders:
Sverker Lindblad, University of Gothenburg
Ference Marton, University of Gothenburg (now emeritus)
Researchers:
Jonas Emanuelsson, University of Gothenburg.
Johan Häggström, University of Gothenburg
Michael Hansen, University of Gothenburg
Martin Harling, University of Gothenburg
Eva Jablonka, Luleå University of Technology
Johan Liljestrand, Gävle University College
Olof Reichenberg Carlström, University of Gothenburg
Ulla Runesson, University of Gothenburg
Fritjof Sahlström, Helsinki University
The degree of activity varies between the members, but at present I think it is fair to present
this list.
Email addresses:
[email protected]; [email protected]; [email protected];
[email protected]; [email protected]; [email protected];
[email protected]; [email protected]; [email protected];
[email protected]; [email protected]
Research resources:
In the 2008 report I wrote about the Swedish CULT project (Swedish school culture in
comparative perspective) which is the Swedish counterpart in LPS. The CULT project was
part of an application for a centre of excellence that was approved, but almost all of the
researchers in CULT as an LPS project were excluded from work in this Linnaeus centre
LinCS. Since this centre changed direction and since the LinCS to my understanding was not
organised in a way that could preserve agreements concerning intellectual property rights and
research ethics made in the LPS consortium I decided to resign from LinCS together with the
research projects I direct. Thus, the LPS is outside the LinCS centre of excellence in
Gothenburg. However, we got additional research funds for a study on Lived Curricula and
School Results in Late Modernity, where we are continuing working with research and
comparisons of classroom interaction from a curriculum theory point of view. This also opens
up opportunities for LPS work.
On the deliverance of the Swedish data sets:
There is one data set delivered – a full set including very detailed transcriptions of lessons and
interviews. The detailed level implied that we used all resources on that set. This was a fair
thing to do, given the complex interaction patterns we identified in the school and class
studied.
We have now, with a reallocation of resources, started anew with transcriptions of lessons and
interviews. Jonas Emanuelsson and I have made a few strategic decisions and Olof
Reichenberg Carlström is outlining the work to be done now. We have not yet decided on the
time schedule, but the important point here is that work is in progress and that more of our
research can be shared with other teams.
Current activities:
We have four different but related foci for our work:
Firstly, member in the LPS team are continuing their work on the mathematics education task.
Here, Jonas Emanuelsson and Johan Häggström are writing on a chapter in the next LPS
book. It will hopefully be published in the autumn of 2009. The doctoral thesis of Häggström
presented last year (2008) is a major input under this focus. I elaborated that more in detail
last year and will go over to the other three foci.
Secondly, as part of the Swedish team ambitions there was an interest in developing
conversation analysis, most persistently driven by Fritjof Sahlström. He has actively worked
with the data, and has presented results in publications and at conferences. Sahlström has now
edited a special issue of Scandinavian Journal of Educational Research with that focus:
Scandinavian Journal of Educational Research, Volume 53 Issue 2 2009: Conversation
Analysis as a Way of Studying Learning
As such this special issue is outside the LPS work, but it is of considerable interest for LPS
research in its way to deal with a specific approach to capture interaction and learning.
Ference Marton contributed with a commentary ―Beyond learning as changing participation‖
where he states about the contributions to the special issue. I quote him here to show the
qualities of the contributions in the special issue edited by Sahlström:
This is a very impressive collection of papers, right at the cutting edge of research
on learning—or at one of the cutting edges of research on learning, I would rather
say. The five papers relate nicely to each other: A shared methodological and
theoretical (or a-theoretical) stance is applied to five widely varying content
domains. The research specialization is exemplary insofar as it builds on clearly
identifiable earlier research, in a highly convincing way, but goes beyond it,
carving out its own space in the landscape of scholarly inquiry into human affairs
in general, and human learning in particular. The approach is distinct, rigorous,
precise, and relentlessly empirical. Some of its specific features are: relating the
view of learning as changing participation to conversation analytic
methodological stance and using the participants‘ categories for describing events
and scenarios, and all five papers seem to be educationally oriented in the wide
sense. This research situates itself inside the learning as changing participation
paradigm, but transcends it through a micro-analysis of the mechanisms by which
learning—as described in that paradigm—is taking place. (Marton, 2009, p 214)
I hope this is enough of an appetizer for checking this special issue on conversation analysis.
Thirdly, we are continuing our studies on classroom interaction from an institutionalist or
curriculum theoretical point of view. This includes analyses based on classification and
framing, classroom discourses based on notions of recitation and specific classroom
interaction patterns as well as the school class as a social system. Harling, Hansen & Lindblad
(2008) presented a comparison of Swedish LPS recordings with filmed classroom activities in
2008 from a curriculum theory point of view. They conclude:
To end – we have presented a comparative analysis of classroom interaction based
on recorded fragments of lessons from 1968 and 2003. This has given us a picture
of differences in classroom interaction and the politics of learning which we think
can be understood as differences in governing. Furthermore, we understand such
differences as indications on a changing regime of government.
Olof Reichenberg Carlström (2009) developed these historical comparisons further in his
examination work on classroom interaction, with a special focus on curriculum codes and
identity production. From similar points of view Harling and Reichenberg Carlström (2009)
presented a study with a focus on difference-making and identity production in the classroom.
At the 2009 EERA meeting in Vienna we are organising a symposium on ―Communicating
Education: On the social organisation of schooling under a performative turn in European
contexts‖. This shows rather well a way to theorize classroom interaction from a
(neo)institutionalist point of view, dealing with the political in education.
In focus of this symposium are communication and the social organization of
schooling under the performative turn, in relation to students‘ educational
progress. We discuss these matters concerning education in Denmark, Germany,
and Sweden and therefore have the possibility to compare similarities and
differences in the politics of education in European contexts.
However, what we need to elaborate further is a way of conceptualising classroom content.
We have done so in a principal way in relation to curriculum codes, where the Swedish case
points towards a move from stronger to weaker framing and classification of lived content.
But I think we should work further on the ―knowledge‖ issue – e.g. in terms of knowledge
practices and gender. This is at present more of an ambition, however.
Fourthly, we are doing work on comparative studies. Here, we carried out in Spring 2009 an
international doctoral course on comparative education, where the LPS was used as an
interesting example of international cooperation. We furthermore followed our critical
analyses of international comparisons, such as the PISA and TIMSS, which we consider is an
important part of the LPS agenda. We are here putting forwards the ideas that international
comparisons should focus on different ways of dealing with similar problems and that
comparisons are based on conceptual relations, i.e. not on facts and findings in itself.
Actually, we are conceptualising this as an important aspect of education systems of today
and in the transnational governance of education. As a means to develop research in this
direction we are organising a symposium at the EERA 2009 with the title Educating a
knowledge society: Governing-Government through floating signifiers, information systems
and navigation tools.
A last note; in research on classroom interaction the concept of context is to my understanding
of vital concern. Together with David Clarke and Fritjof Sahlström we developed a proposal
to the Swedish Research Council for seed money for research in that direction and also for
further organisation of data. Since this could be of a more general interest to the LPS
consortium I present a summary here, though the risk that we do not get funded at once is
rather high:
The context concept is of vital importance in research on schooling and teaching. It is
dealt with in different ways and with quite different implications in ambitions to
understand and to analyse educational phenomena and their relations to individuals as
well as organisations and society. In this proposal we aim to deal with the complex
relations between context and classroom interaction. The plan is as follows:
- To present and discuss different approaches to deal with context issues
in classroom research in an international consortium
- To explore different approaches to analyse classroom interaction based
on recordings in different national and institutional contexts but with
similar contents.
- To analyse how context is dealt with conceptually and technically in a
set of studies in an international context.
Based on this we will present analyses of how to deal with context in classroom
interaction. This is of vital concern for an improved understanding of teaching and
learning in institutionalised settings - e.g. in terms of social and cultural asymmetries. Of
equal importance is to conceptualise premises for international comparisons of school
performances. It is also of large theoretical interest to develop and compare different
approaches and strategies in research on educational processes and social systems. These
tasks will be carried out in an international research consortium and is having the ambition
to improve our international understanding of education.
Hopefully, these tasks will be carried out in cooperation with different teams in the LPS
consortium. To do so could be a way to improve the preconditions for comparative studies in
LPS.
Concluding comments: I have here tried to report the work of the Swedish LPS team. We are now working further on
transcriptions and translations. Hopefully we will have the second data kit available this
autumn.
The Swedish LPS team is moving ahead in four different but related ways. There is a
continuing work on maths education, and we will recruit one or two more members with that
field of interest. Considering conversation analysis the work presented is currently outside the
LPS, but hopefully will be re-integrated again. The curriculum theory/institutionalist analyses
are on march in a number of studies including historical comparisons and theoretical
developments. What is missing here is a more thorough elaboration of international
collaboration and comparative studies focussing on vital educational problems and ways of
dealing with them rather than going into the efficiency trap. We are trying to deal with that in
our current work on international comparisons. This is at present a main focus in our work,
and we are very interested in further collaboration in that respect in the LPS consortium.
In appendix an updated list of publications and texts from the Swedish LPS team is presented.
Appendix: Recent publications from the Swedish Research Team:
Clarke, D., Emanuelsson, J., Mok, I. & Jablonka, J. (2006). The Learner‘s Perspective Study
and International Comparisons of Classroom Practise. In D., Clarke, J., Emanuelsson,
E., Jablonka & I., Mok (Eds.) Making Connections: Comparing Mathematics
Classrooms Around the World: Rotterdam: Sense Publishers
Clarke, D., Sahlström, F. Mitchell, C., & Clarke, N. (2004) Optimising the use of available
technology in educational research. In V. Uskov (Ed.) Computers and Advanced
Technology in Education, pp. 191-197. Calgary: Acta Press
Emanuelsson, J & Sahlström, F. (2008). The price of participation. Teacher Control versus
Student Participation in Classroom Interaction. Scandinavian Journal of Educational
Research, 52(2), 205-223.
Heikkilä, M & Sahlström, F. (2003). Om användning av videoinspelning i fältarbete [On the
use of video recordings in fieldwork]. Pedagogisk Forskning i Sverige, 8(1-2), 24-41.
Sahlström, F. , Melander, H. & Sundblad, M. (2008) "Jag tror jag fattar" Epistemic stance
displays in classroom interaction. Paper presented at NERA 2008, Copenhagen, March.
Sahlström, F. (2004) På återbesök hos klassrumsforskningens klassiker. Kapitel i A-L. Østern
& R. Heilä-Ylikallio (Red.) Språk som kultur - brytningar i tid och rum. Rapport från
Pedagogiska Fakulteten vid Åbo Akademi nr 11, ss 177-192.
Emanuelsson, J. & Häggström, J. (2008.) Algebra teaching and classroom evaluation in the
west and the east: A comparative study of classroom interaction in relation to algebraic
tasks. Paper presented at AERA 2008, New York
Emanuelsson, J. & Sahlström, F. (2006). Same from the outside different on the inside:
Swedish Mathematics Classrooms from Students' Points of View. In D., Clarke, C.
Keitel & Y. Shimizu (Eds) Mathematics Classrooms in 12 countries: The Insider's
Perspective. Rotterdam: Sense Publishers. (Similar paper also presented at AERA 2007)
Emanuelsson, J. (2008). The everyday mathematical reasoning of young children To be
presented at AERA 2008, New York
Emanuelsson, J., & Sahlström, F. (2006) Same from the outside - different on the inside. On
interaction in Swedish mathematics classrooms. In C. Clarke, C. Keitel & Y. Shimizu
(Eds.) Mathematics Classrooms in 12 countries: The Insider's Perspective. Dordrecht:
Sense.
Erlandsson, P., Harling, M & Reichenberg Carlström, O. (2009) The school class as a new
social system. Paper to be presented at the 2009 ECER in Vienna.
Foss Lindblad, R. & Lindblad, S. (2009): Informing about education under a performative
turn: What is the Game and what are the Arts of its Practices? Paper to be presented at
the 2009 ECER in Vienna
Harling, M & Reichenberg Carlström, O. (2009) School performance and the politics of
identity -analyses on difference-making and competence in classroom interaction. Paper
presented at the 37th Annual Congress of the Nordic Educational Research Association
(NERA), Network 22: Politics of Education and Education Policy Studies, Trondheim,
Norway, March 5-7, 2009.
Häggblom, J. (2005). From digital tapes to analogue drives. On the development of methods
and techniques for classroom interaction research. D-uppsats, Uppsala universitet:
Pedagogiska Institutionen
Häggström, J. (2006). The introduction of new content: what is possible to learn? In D.
Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok, Making connections: comparing
mathematics classrooms around the world (pp. 185-200). Rotterdam: Sense Publishers.
Häggström, J. (2007). The same topic - Different opportunities to learn. In C. Bergsten & B.
Grevholm (Eds), Developing and researching quality in mathematics teaching and
learning. Proceedings of MADIF5 - The 5th Swedish Mathematics Education Research
Seminar, Malmö, January 24-25, 2006 (pp. 69-79). Linköping: SMDF.
Häggström. J. (2006, March). Interaction on mathematics. Paper presented at Symposium for
Classroom research and ethnographic studies at NERA/NFPF Congress 2006 (Nordic
Educational Research Association), in Örebro, Sweden.
Häggström. J. (2008). Teaching systems of linear equations in Sweden and China: What is
made possible to learn? (Ph. D. Thesis). Göteborg: Acta Universitatis Gothoburgensis.
Häggström. J. (2008, March). Bringing back mathematics into research on mathematics
teaching. Paper presented at Forskningssymposium om lärande och undervisning i
matematik, 10-11 mars 2008 (Research symposia on teaching and learning of
mathematics), in Göteborg, Sweden. (To be published in the proceedings)
Harling, M. Hansen, M. & Lindblad, S. (2008): From studenting to teaching: On the
persistence of recitation in classroom interaction 1968-2003. Paper presented at the
EERA 2008 meeting in Gothenburg
Johansson, M. (2006): Teaching Mathematics with Textbooks. A Classroom and Curricular
Perspective. Doctoral Thesis 2006: Luleå University of Technology
Lindblad, S. (2006): The education system and mathematics education in Sweden. In D.,
Clarke, C. Keitel & Y. Shimizu (Eds) Mathematics Classrooms in 12 countries: The
Insider's Perspective. Rotterdam: Sense Publishers. (Similar paper also presented at
AERA 2007)
Lindblad, S., & Marton, F. (2004). What is compared in comparative studies? Paper presented
at PME, Bergen. http://www.emis.de/proceedings/PME28/RF/RF004.pdf
Marton, F (2009): Beyond learning as changing participation. Scandinavian Journal of
Educational Research, vol 53, No 2, p 211-215
Popkewitz, T. & Lindblad, S. (manus): Statistics Reasoning, Governing Education and Social
Inclusion/Exclusion. To be submitted.
Reichenberg Carlström, O. (2009): Om institutionella förändringar, klassrumsinteraktion och
konstruktion av elevers identiteter - Jämförande studier av en lektion 1968 och en
lektion 2003. Examensarbete vid lärarutbildningen i Göteborg:
Sahlström, F. , Melander, H. & Sundblad, M. (2008) "Jag tror jag fattar" Epistemic stance
displays in classroom interaction. Paper presented at NERA 2008, Copenhagen, March.
Sahlström, F. (2004) På återbesök hos klassrumsforskningens klassiker. Kapitel i A-L. Østern
& R. Heilä-Ylikallio (Red.) Språk som kultur - brytningar i tid och rum. Rapport från
Pedagogiska Fakulteten vid Åbo Akademi nr 11, ss 177-192.
Sahlström, F. (2008) Trettiofem sidor klarsyn. Kapitel i K.-A. Petersen & M. Høyen (red.) At
sætte spor på en vandring fra Aquinas till Bourdieu - æresbog til Staf Callewaert, s. 191-
198. Köpenhamn: Hexis.
Missing Reports Note: Team Reports were not forthcoming from South Africa and the UK. The USA team, led
by Joanne Lobato, withdrew on the conclusion of Spencer Foundation Funding that was
supporting their participation. Access to the USA data is managed by David Clarke through
the ICCR in Melbourne.