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US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos

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Abstract

This study aims to explore teacher noticing differences of the sampled US and Chinese elementary teachers from cross-cultural mathematics videos. A total of 34 expert teachers commented on 25 video clips online. We coded what and how teachers noticed from the videos both quantitatively and qualitatively. Findings reveal teachers’ strong interests and profound reflections, especially in the teaching domain including representations, communication, and teacher questioning/guide. Cross-cultural differences in teacher noticing were identified, which were discussed based on possible cultural influences. Implications in research and practice, teacher support, and methodology are discussed.

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Acknowledgements

This work is supported by the National Science Foundation in the USA (No. 1350068) at Temple university. Any opinions, findings, and conclusions in this study are those of the authors and do not necessarily reflect the views of the funding agency. The authors are grateful to the editor and the three anonymous reviewers for their constructive feedback. Thanks also go to Anjie Yang for editorial assistance.

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Authors and Affiliations

  1. Temple University, Ritter Hall 284, 1301 Cecil B. Moore Avenue, Philadelphia, PA, 19122-6091, USA

    Meixia Ding

  2. Widerner University, Chester, USA

    Xiaobao Li

  3. Columbia University, New York, USA

    Monica L. Manfredonia

  4. Shanghai Quangqi Academy, Shanghai, China

    Wenda Luo

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  1. Meixia Ding
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  2. Xiaobao Li
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Ding, M., Li, X., Manfredonia, M.L. et al. US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos. J Math Teacher Educ 26, 211–239 (2023). https://doi.org/10.1007/s10857-021-09526-z

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