Abstract
This paper examines the similarities and differences in beliefs about the effective teaching of mathematics held by teachers from two different socio-cultural backgrounds: Tokyo, Japan and Hawai'i, U.S.A. Data were collected using a part of the Teacher General Classroom Process Questionnaire (Grade 8) of the Second IEA Mathematics Study. Validation and interpretation of the data collected were based on classroom observations and interviews. The results indicate that while there are some similarities in beliefs of what constitutes effective teaching, the differences are greater. These differences appear to reflect the difference in the teachers' socio-cultural environment. In particular, the differences appear in classroom management, “face-saving” strategies, and providing for individual needs and differences.
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Whitman, N.C., Lai, M.K. Similarities and differences in teachers' beliefs about effective teaching of mathematics: Japan and Hawai'i. Educ Stud Math 21, 71–81 (1990). https://doi.org/10.1007/BF00311016
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DOI: https://doi.org/10.1007/BF00311016