This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alexander, R., Broadfoot, P., and Phillips, D., eds., 1999, Learning from Comparing: New Directions in Comparative Educational Research, Volume 1: Contexts, Classrooms and Outcomes. Symposium Books, Oxford.
Amann, K.; Hirschauer, S., 1997, Die Befremdung der eigenen Kultur. Ein Programm, in: Die Befremdung der eigenen Kultur. Zur ethnographischen Herausforderung soziologischer Empirie, S. Hirschauer; K. Amann, eds., Frankfurt, Suhrkamp, pp. 7–52.
Gerhardt, U., 1991, Gesellschaft und Gesundheit. Begründung der Medizinsoziologie. Frankfurt, Suhrkamp.
Hammersley, M. and Atkinson, P., 1987, Ethnography: Principles in Practice. Routledge, London.
Hiebert, J. et al., 2003, Teaching Mathematics in Seven Countries. Results from the TIMSS 1999 Video Study. Washington, U.S. Department of Education.
Hino, K., 1997, Cross-cultural Studies of Mathematics Classroom, in: Rethinking Lesson Organization in School Mathematics, Japan Society of Mathematical Education, ed., Sangyo-Tosho, Tokyo, pp.3–18.
Holmes, B., 1981, Comparative Education: Some Considerations of Method, George Allen & Unwin, London.
Jahnke, H.N., 1978, Zum Verhältnis von Wissensentwicklung und Begründung in der Mathematik-Beweisen als didaktisches Problem. Institut für Didaktik der Mathematik, Bielefeld.
Kaiser, G., 1999, Unterrichtswirklichkeit in England und Deutschland. Vergleichende Untersuchungen am Beispiel des Mathematikunterrichts. Weinheim, Beltz-Deutscher Studienverlag.
Kaiser, G., 2002. Educational Philosophies and Their Influence on Mathematics Education — an Ethnographic Study in English and German Mathematics Classrooms, in: Zentralblatt für Didaktik der Mathematik, 34(6):241–257.
Kluge, S., 1999, Empirisch begründete Typenbildung. Zur Konstruktion von Typen und Typologien in der qualitativen Sozialforschung. Opladen, Leske + Budrich.
Knipping, C., 2001, Towards a Comparative Analysis of Proof Teaching, in: Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education, van den Heuvel-Panhuizen, M., ed., Utrecht, Utrecht University, 3:249–256.
Knipping, C., 2003, Beweisprozesse in der Unterrichtspraxis — Vergleichende Analysen von Mathematikunterricht in Deutschland und Frankreich. Hildesheim, Franzbecker Verlag.
Krummheuer, G. and Brandt, B., 2001, Paraphrase und Traduktion. Partizipationstheoretische Elemente einer Interaktionstheorie des Mathematiklernens in der Grundschule. Weinheim, Beltz-Deutscher Studienverlag.
Lakatos, I., 1976, Proofs and Refutations. The Logic of Mathematical Discovery. Cambridge University Press, Cambridge.
Lauwerys, J., 1959, The Philosophical Approach to Education, International Review of Education, 5:281–298.
Lewis, C., and Tsuchida, I., 1988, A Lesson is like a Swiftly Flowing River: How Research Lessons improve Japanese Education, American Educator, 22(4):12–17, 50–52.
McLean, M., 1990, Britain and a Single Market Europe, Kogan Page, London.
National Institute for Educational Research, 1998, Chugakko no suugaku kyoiku/rika kyoiku no kokusai hikaku [International comparison of mathematics and science education in lower secondary schools]. Toyokan.
Nemoto, H., 1999, Chugakko sin kyoikukatei no kaisetsu: Sugaku [Explanation of new curriculum in lower secondary school: Mathematics] Daiichi-hoki.
Pepin, B., 1997, Developing an Understanding of Mathematics Teacher in England, France and Germany: An Ethnographic Study. Unpublished doctoral thesis, University of Reading.
Pepin, B., 2002, Different Cultures, Different Meanings, Different Teaching, in: Teaching mathematics in secondary schools, L. Haggarty, ed., Routledge, London, pp.245–258.
Rav, Y., 1999, Why do we prove Theorems? Philosophia Mathematica, 7(3):5–41.
Sadler, M., 1964, How far can We Learn Anything of Practical Value from the Study of Foreign Systems of Education? Comparative Education Review, 7:307–314. Reprinted from: Surrey Advertiser, December 1, 1900.
Schmidt, W. et al., 1996, Characterizing Pedagogical Flow. An Investigation of Mathematics and Science Teaching in Six Countries. Kluwer, Dordrecht.
Sekiguchi, Y., 2002, Mathematical Proof, Argumentation, and Classroom Communication: A Cultural Perspective, Tsukuba Journal of Educational Study in Mathematics, 21:11–20.
Shigematsu. K., ed., 1998, School Case Studies on Implementation of Mathematics Curriculum and Improvement in Method of Education. Report for Scientific Research Foundation by Ministry of Education. (in Japanese)
Stevenson, H. et al., 1998, The Educational System in Japan: Case Study Findings. Washington, U.S. Department of Education.
Stigler, J. et al., 1999, The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. Washington, U.S. Department of Education.
Stigler, J. W. and Hiebert, J., 1999, The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Free Press, New York.
Toulmin, S.E., 1958, The Uses of Argument. Cambridge University Press, Cambridge.
Weber, M., 1904, Die “Objektivität” sozialwissenschaftlicher und sozialpolitischer Erkenntnisse, in: J. Winckelmann, Gesammelte Aufsätze zur Wissenschaftslehre. Tübingen. Mohr, pp.146–214.
Zerssen, D., 1973, Methoden der Konstitutions-und Typenforschung, in: Enzyklopädie der geisteswissenschaftlichen Arbeitsmethoden, 9, M. Thiel, ed., Lieferung: Methoden der Anthropologie, Anthropologie, Völkerkunde und Religionswissenschaft. München, pp.35–143.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Kaiser, G., Hino, K., Knipping, C. (2006). Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions. In: Leung, F.K.S., Graf, KD., Lopez-Real, F.J. (eds) Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West. New ICMI Study Series, vol 9. Springer, Boston, MA. https://doi.org/10.1007/0-387-29723-5_19
Download citation
DOI: https://doi.org/10.1007/0-387-29723-5_19
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-29722-4
Online ISBN: 978-0-387-29723-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)