Introduction to the papers of TWG11: Comparative studies in mathematics education
Résumé
As with earlier CERMEs, TWG11 adopted an eclectic perspective in its interpretation of comparison as referring to any study that documents, analyses, contrasts or juxtaposes cross-cultural or cross-contextual similarities and differences across all aspects and levels of mathematics education. In this way, the TWG aimed to encourage critical but supportive discussion that would enable colleagues to:
— share findings and outcomes of empirical studies that adopt a comparative approach;
— outline the delineation of comparative and non-comparative research;
— develop and refine research methodologies specific to comparative studies;
— explore the interaction of macro-level survey studies and micro-level case studies;
— understand how various theoretical approaches and conceptual frameworks shape the goals and the design of comparative research;
— understand how comparative studies can inform teaching and learning practices;
— understand the role of culture in the construction of mathematics teaching and learning.
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