International Comparative Research in Mathematics Education

  • David Clarke
Part of the Springer International Handbooks of Education book series (SIHE, volume 10)


International comparative research is reviewed from the perspectives of methodology, implicit value systems, best practice, and mutuality of benefit. The evaluative/competitive emphasis of recent international comparative research is problematised on grounds of contextual (especially cultural) comparability and existing research reports are examined from an analytical perspective that emphasises the cultural specificity of not only the interpretation of data but of its potential to inform policy and practice. Central to the effective conduct and utilisation of international comparative research are considerations of ‘cultural authorship’ and ‘adaptive potential’. We study the mathematics classrooms of other countries not primarily for the purpose of adopting or even of adapting their practices but for the capacity of such research to support us in our reflection on our own practice. International comparative research must be collaboratively constituted and interpreted by each society in terms of the needs, goals, and resources pertaining to their own educational system.


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Copyright information

© Kluwer Academic Publishers 2003

Authors and Affiliations

  • David Clarke
    • 1
  1. 1.University of MelbourneAustralia

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