Learner’s Perspective Study 2010 Progress Report · 2010-11-01 · Learner’s Perspective Study 2010 Progress Report LPS Research Series Publications The third volume in the LPS

Learner’s Perspective Study

2010 Progress Report

LPS Research Series Publications The third volume in the LPS Research Series has been published:

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010).Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers.

The following volumes are in preparation (all titles are provisional):

Difference in Mathematics Classrooms Internationally Editors: Christine Keitel, Keiko Hino, Astrid Begehr & David Clarke International Perspectives on the Teaching and Learning of Algebra Editors: Frederick Leung, Kyungmee Park, Derek Holton & David Clarke Coherence in the Teaching of Mathematics Internationally Editors: David Clarke, Ida Ah Chee Mok & Gaye Williams Competent Teachers in Mathematics Classrooms around the World Editors: Yoshinori Shimizu, Jarmila Novotna & David Clarke Students’ Voice in Mathematics Classrooms around the World Editors: Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani & David Clarke

Reports on the progress of each publication can be found in the LPS Team Meeting Report (below).

LPS Team Meeting – Belo Horizonte, Brazil, Friday, July 23, 2010

Meeting was attended by:

AUSTRALIA: David Clarke (chair), Gaye Williams, Carmel Mesiti, Cameron Mitchell,

Reggie Bowman

CHINA: Cao Yiming (Beijing)

CZECH REPUBLIC: Jarmila Novotna, Alena Hospesova

JAPAN: Minoru Ohtani

PORTUGAL: Joao Pedro da Ponte, Claudia Nunes

SWEDEN: Jonas Emanuelsson

Review of membership and progress

Team Reports from Australia, China (Hong Kong, Macau, and Beijing), Czech Republic,

Germany, Israel, Japan, Korea, New Zealand, Norway, Philippines, Portugal, Singapore, and

Sweden were distributed prior to the meeting (attached).

Publications

The imminent publication of the Tasks book was a cause for major celebration.

Concern was expressed over delays in the publication of the Difference book. David reported

that as of the December conference 2009 ten chapter manuscripts had been received and

reviewed. As a consequence of the review process, one chapter had been rewritten as two

separate chapters. It appeared that sufficient submitted chapters exist to constitute a

publication, but the publication schedule has yet to be finalised. Chapter authors are

encouraged to contact Christine Keitel (lead editor) for further information.

Frederick was not able to attend the meeting but indicated in a separate report that eight

chapter manuscripts for the Algebra book existed in draft form and that with the addition of

three further proposed chapters and one chapter relocated from the Coherence Book and the

introductory chapter, there should be sufficient substance for a complete volume. It was

anticipated that the manuscript should reach the publishers early in 2011.

Chapters for the Coherence book will provide one focus for the 2010 December conference.

David reported that four chapter drafts have been received so far and that one draft had been

redirected for inclusion in the Algebra Book. Six further chapters have been proposed and

accepted. Manuscripts of these chapters should either be available for review at the 2010

December or presentations of preliminary drafts will be made and comment sought.

Publication is intended towards the end of 2011.

Chapters for the Competence book would provide the other focus for the December

Conference. Yoshi provided a report indicating that eleven chapters have been proposed. It is

hoped that several of these chapters will provide the focus of presentations at the December

Conference. Publication is anticipated in 2012.

Berinder successfully proposed a new volume to focus on Student Voice. The editorial team

would consist of Berinder, Glenda Anthony, Minoru Ohtani and David Clarke. Chapter

proposals should be submitted to Berinder and any LPS team members able to make a

presentation at the December Conference related to a possible Student Voice chapter are very

welcome to do so.

Team reports (attached) included records of other LPS-related publications.

Technical Update and Data Audit Update

Cameron, Reggie and Carmel reported on the management of the LPS data set.

1. Consistency of formatting – data continues to arrive at the ICCR in different formats.

It is extremely important that we maintain consistency of standard by adhering to the

LPS Technical Guidelines. Anyone uncertain as to the relevant standards should

contact Cameron Mitchell at [email protected]. Getting the format correct at the

start can avoid additional work for everyone: ICCR staff and the generators of the

data.

2. Online portal system – the LPS data audit circulated prior to the meeting provides the

structure for the online portal system. Three teams currently subscribe to this service:

Japan, Norway and Sweden. The annual cost of subscription was originally set at

A$5000 based on indications that at least five teams would subscribe. With less than

five teams using VideoPortal, the cost of the continual re-purposing and posting of

data and the maintenance of the web-mediated facility is being significantly subsidised

by the Australian team. David indicated that this subsidy would continue as long as the

ICCR could manage the expense, but that other teams should consider the significant

savings in cost of local storage made possible by subscribing to VideoPortal. David

reported that the efficiency and ease of use of the VideoPortal system is remarkable –

he has now used the system to access the LPS data base from hotels all around the

world without difficulty. This ease of access at such low cost to such a substantial set

of classroom data is unique in international educational research.

3. Data collection systems – Cameron and Reggie reported on recent developments that

streamlined classroom data collection and made multi-camera designs incorporating

post-lesson interviews much more efficient to implement. Such developments include

the use of screen-capture technology to better document the focus of post-lesson

interview discussion. The general comment was made (again) that good quality data is

needed from the point of capture. In particular, as has been repeatedly stressed, good

quality audio, saves time and money at the transcription stage. With improvements in

data storage, it becomes even more important to future-proof data. A workshop on

these developments will be conducted at the December Conference.

4. Transcription tools – Inqscribe is still recommended as the best (and simplest)

available.

5. The LPS Technical Guidelines need updating – it is possible that a working group

might be set up at the December Conference to address this need.

6. StudioCode version 4.0 has been released. Teams wanting to purchase copies of the

latest version of StudioCode should do so through the ICCR since a significant

discount has been arranged.

LPS website

LPS members must accept responsibility to keep the information on the LPS website up to

date. PLEASE VISIT THE WEBSITE at http://www.lps.iccr.edu.au/ and send any updated

information, including additional publication details, to David and Cameron at

[email protected] and [email protected].

December Team Conference in Melbourne

After the success of last year‘s LPS December Conference, it was decided to continue the

December Team Conference at Wilson‘s Promontory National Park from December 6 to 11.

LPS team members attending the team conference are encouraged to arrive on Saturday,

December 4. On Sunday, December 5, the traditional shopping expedition to Victoria Market

will provide team members with the chance to purchase ingredients for the dinner that each

team must contribute to the Retreat. A Welcoming Dinner will be held on the Sunday evening

and everyone will re-locate to Wilson‘s Promontory National Park on the morning of

Monday, December 7. Costs of the Sunday dinner and accommodation in Melbourne will be

met by the Melbourne team. The primary purpose of the conference will be the presentation

of draft chapters for the Coherence and Competence books, although papers related to the

Students‘ Voice book are welcome.

Collaborative possibilities (eg Lexicon, LPS Primary, etc)

LPS-Primary: see Japanese team report.

The Lexicon Project: David reported the successful completion of a pilot study for the

Lexicon Project, which seeks to identify pedagogical terms in non-English languages used to

describe the activities of the mathematics classroom. Of particular interest are non-English

terms that do not have a simple English equivalent. Terms have now been collected in French,

Czech, Portuguese, Finnish, Swedish, Japanese, Chinese and Korean. The pilot study was

funded in 2009 by the Spencer Foundation (USA). Additional funding is currently being

sought for an expansion of the study. Many LPS team members have already expressed

interest in taking part in the study.

The Spoken Mathematics Project: David reported briefly on the recent work of the Melbourne

team on a comparative analysis of the use of spoken mathematics in classrooms from six of

the LPS countries (Australia, China, Germany, Japan, Korea, and the USA). The analysis has

led to two journal articles, two book chapters (to be published in the LPS Differences book)

and a large number of conference presentations. Drafts of all publications have been

circulated to the leaders of the teams whose data has been analysed and the response has been

enthusiastic. If further funding can be obtained then the project will be expanded to include

other countries‘ data.

Accomplished Practice Study: David proposed a possible new study for which OECD support

might be sought in which locally-generated classroom video material would be made

available to teams of ―expert teachers‖ in each participating country for the purpose of

identifying those practices identified as competent or accomplished in each country.

Interested LPS team members should contact David.

Collaboration: David suggested that the mathematics education community was expecting

more from the LPS project than separate analyses of each country‘s data and that more

comparative analyses must be undertaken. These comparative analyses could be the focus of

collaborative work and joint funding applications from different combinations of LPS teams.

The availability of the VideoPortal system should make comparative analyses easier than has

previously been possible. Consistent with established LPS protocol, any proposed analysis

must be submitted via David for approval by the research team leaders whose data is to be

analysed.

Funding

International Collaboration Prioritised - There is a current interest in funding agencies

internationally to support international collaborative research and LPS team members should

make use of the project to develop new partnerships and initiate new analyses of the large

body of LPS data available.

The Australian Linkage-International funding scheme that has supported the LPS meetings,

both overseas and in December no longer exists. It is possible that this December Meeting

will be the last unless an alternative funding source can be found. Research groups in other

countries are strongly encouraged to seek funding to host LPS Team Meetings in their home

country or elsewhere.

The University of Melbourne Visiting Scholars Program provides funding for international

researchers to conduct collaborative research at the University of Melbourne for up to one

year. LPS team members interested in applying should contact David.

Copy Editing Costs for LPS books may be available from universities. LPS lead editors

should explore this possibility at their own university.

Summer School on Classroom Research and Video Analysis – possibilities are being explored

regarding the offering of such a Summer School or Summer Institute by ICCR staff, possibly

in interested in hosting such an event at their university should contact David.

Visibility

The LPS project and community are continually gaining status and being more frequently

mentioned in publications and keynote addresses by other (non-LPS) researchers. We must

maintain the international interest in our work by ensuring the timely publication of our series

of research books. The LPS website is one major source of information for the international

community about the LPS project. Each time an LPS-related publication appears, please send

the full APA reference to David and Carmel for inclusion on the LPS website.

Conferences in 2011

CERME - Rseszow, Poland - Feb. 9 to 13

AERA - New Orleans, USA - April 8 to 12

NCTM Research Presession and Main Conference - Indianapolis, USA - April 11 to 16

MERGA/AAMT - Alice Springs, Australia - July 3 to 7

PME - Ankara, Turkey - July 10 to 15

CIEAEM - Barcelona, Spain - July 24 to 29

EARLI - Exeter, UK - August 30 to September 3

ECER - Berlin, Germany - September 13 to 16

ICMI 21 - Sao Paulo, Brazil - September 16 to 20

Future LPS meetings

David expressed disappointment at the low attendance at the Team Meeting, despite the initial

indications from many LPS team members of their intention to attend.

A majority of those present indicated their preference that the 2011 LPS Team Meeting

should be held during or following the PME conference. The other possibilities are the

EARLI and CIEAEM conferences. The LPS team membership will be contacted and given an

opportunity to indicate their preference.

LPS TEAM REPORTS - 2010

Prepared for the LPS Team meeting held in Belo Horizonte, Brazil, on Friday, July 23.

LPS Australian Team Report – 2009/10

Team members: David Clarke, Gaye Williams, Carmel Mesiti, Cameron Mitchell,

Reggie Bowman, Li Hua Xu, and Vivien May Ee Wan

1. Recent changes affecting the activities of the Australian team

• Dr Gaye Williams (Deakin University) continues at the ICCR as post-doctoral

research fellow three days per week from until the end of 2012.

• Dr Li Hua Xu has commenced work at the ICCR as a postdoctoral researcher,

after completing her PhD early in 2010. Li Hua‘s position is funded from an

Australian Research Council grant for a project on curricular alignment in

mathematics and science in Melbourne, Helsinki and Beijing.

2. Visiting Researchers – last 12 months

The December meeting of the Learner‘s Perspective Study (LPS) international

research team was held from December 5 to 12, 2009. Support for this conference,

which attracted representatives from ten countries, was provided partly by an ARC

Linkage-International Grant and partly by a Melbourne University International

Research Planning Workshop grant. LPS visitors during 2009/10 include:

2009

Tomas Hojgaard (Aarhus University, Denmark), Minoru Ohtani (Kanazawa

University, Japan), Jonas Emanuelsson (Gothenburg University), Zuo Hualing

(Beijing Normal University, China), Glenda Anthony (Massey Uni., NZ), Christine

Keitel (Free University Berlin), Birgit Pepin (University of Oslo), Berinderjeet Kaur

(National Institute of Education, Singapore), Ida Ah Chee Mok (Hong Kong), Fritjof

Sahlstrom (Helsinki, Finland), Hauke Straehler-Pohl (Free University Berlin), Huan

Zhongdan (Beijing Normal University), Minoru Ohtani (Kanazawa University)

2010 (to June 30)

Cecilia Kilhamn (doctoral student, Gothenburg University), Celia Hoyles and Richard

Noss (Institute of Education, London), Arne Mogensen (Aalborg Uni., Denmark),

Zheng Guomin (Dean of Education, Beijing Normal University) and a delegation of

20 Deans of Education from a variety of Chinese Universities, Kang Changyun (UBC,

Canada) and four Chinese teachers

3. Research Projects

LPS-related Projects being conducted at the ICCR

Learner’s Perspective Study (David Clarke and various LPS collaborators)

(ARC-DP grant (now finished) and several ARC Linkage-International grants –

currently 2008/9/10).

The International Classroom Lexicon Project (David Clarke and collaborators in ten

countries). Funding of $50,000 obtained from the Spencer Foundation (USA) for

2009. Major grant application to Spencer Foundation to continue the study in

2010 was not successful – alternative funding is being sought.

The spoken mathematics project – funding obtained as The Distribution of

Responsibility for Knowledge Generation in Mathematics Classrooms in Australia

and Korea (David Clarke, University of Melbourne, Frederick Leung, University

of Hong Kong, and Kyungmee Park, Hongik University, Korea) (ARC Discovery-

Project grant – finished 2007 – analysis continues)

The Alignment Project – major funding obtained for research into curricular alignment

in Melbourne, Beijing and Helsinki from an ARC Discovery-Project grant for

2010-2013.

Projects employing variations on the LPS methdology

Causal relations between complex classroom practices and science learning (David

Clarke, Russell Tytler, Christina Hart, Jenny Arnold, Seah Lay Hoon, and Xu Li

Hua) (ARC Discovery-Project grant for 2008/9/10/11)

Designs for Learning: Teachers and Students as Co-Participants in the Development

of Professional Standards for Teachers of Geography (Jeana Kreiwaldt, Dianne

Mulcahy, David Clarke, University of Melbourne) (ARC Linkage-Project grant

awarded for 2007/8/9/10)

The role of optimism in collaborative problem-solving in mathematics: Building

problem solving capacity (Gaye Williams) (ARC-DP grant (2009/10/11/12)

including a postdoctoral fellowship for Dr Williams)

Technical Projects related to the LPS

VisualGrid: Grid-Enabled International Collaborative Entry, Retrieval and Analysis

of Video Data in Education and the Social Sciences (David Clarke and Cameron

Mitchell, University of Melbourne; Sally Barnes, University of Bristol; Frederick

Leung, University of Hong Kong; Fritjof Sahlström, Uppsala University) (ARC

SRI e-Research grant for 2006/7 – work continues)

VideoBROKER: A national video storage and retrieval portal for the CEST project

(Capturing Effective Science Teaching). (David Clarke and Cameron Mitchell)

(Victorian Partnership for Advanced Computing: e-Research Program Grants

Scheme for 2007 – work continues)

Developing Collaborations – loosely connected to LPS

Learning outcomes in mathematics and science classrooms in Australia, Finland and

China: Interrogating the alignment of curriculum, instruction and assessment

(David Clarke, Fritjof Sahlstrom, Yi Ming Cao) (ARC-DP application

submitted)

Systemic provision of resources to support mathematics teacher professional learning

(Paul Cobb, David Clarke, Yi Ming Cao) (Implementation of new Chinese

curriculum – possible application to the NSF).

4. Recent and Pending Publications of LPS-related Research by the Australian team

Clarke, D.J., Xu, L., & Wan, V. (in press). Spoken mathematics as an instructional

strategy: The public discourse of mathematics classrooms in different countries.

To be published in C. Keitel, A. Begehr, K. Hino, & D. Clarke (Eds.), Studies of

Difference in Mathematics Classrooms around the World. To be published in

2010 by Sense Publishers.

Clarke, D.J., Xu, L., & Wan, V. (in press). Students speaking mathematics: Practices

and consequences for mathematics classrooms in different countries. To be

published in C. Keitel, A. Begehr, K. Hino, & D. Clarke (Eds.), Studies of

Difference in Mathematics Classrooms around the World. To be published in

2010 by Sense Publishers.

Keitel, C., Begehr, A., Hino, K., & Clarke, D.J. (Eds.), Studies of Difference in

Mathematics Classrooms around the World. To be published in 2010 by Sense

Publishers.

Williams, G. (in press). Spontaneous student questions: Informing pedagogy to

promote creative mathematical thinking. Paper accepted for presentation

and inclusion in the conference proceedings for the Research Group for the

Psychology of Mathematics Education Conference, Thessoloniki, Greece,

July 2009.

Williams, G. (in press). Engaged to Learn Pedagogy: Theoretically Identified

Optimism Building Situations. Paper accepted for presentation and

inclusion in the conference proceedings for the Mathematics Education

Research Group of Australasia Conference, Wellington, New Zealand, July

2009. Clarke, D. J., Xu, L., & Wan, V. (2010). Spoken mathematics as a distinguishing

characteristic of mathematics classrooms in different countries. Mathematics

Bulletin – a journal for educators (China), Volume 49, Special Issue (Y. Li & Z.

Huan (Eds.), Mathematics education: perspectives and practices in the East and

West), 1 -12.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010). Mathematical Tasks

in Classrooms Around the World. Rotterdam: Sense Publishers.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (2010). The Role of Mathematical

Tasks in Different Cultures. Chapter 1 in Y. Shimizu, B. Kaur, R. Huang, & D. J.

Clarke (Eds.). Mathematical Tasks in Classrooms Around the World. Rotterdam:

Sense Publishers, pp. 1–14.

Mesiti, C. & Clarke, D.J. (2010). A functional analysis of mathematical tasks in

China, Japan, Sweden, Australia and the U.S.A: Voice and Agency. Chapter 10 in

Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in

Classrooms Around the World. Rotterdam: Sense Publishers, pp. 185-216.

Clarke, D. J. (2010). Appendix A: The LPS Research Design. In Y. Shimizu, B. Kaur,

R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in Classrooms Around the

World. Rotterdam: Sense Publishers, 217-232.

Baroudi, Z.M. & Clarke, D.J. (2009). Can formative assessment replace summative

assessment? (abstract of short communication). In M. Tzekaki, M. Kadrimidou, &

H. Sakonidis (Eds.), In Search for Theories in Mathematics Education.

Proceedings of the 33rd

Conference of the International Group for Psychology of

Mathematics Education, Volume 1. Thessaloniki, Greece: PME, page 333.

Clarke, D.J. (2009). Mind your language: Speaking in and about the mathematics

classroom. In D. Martin, T. Fitzpatrick, R. Hunting, D. Itter, C. Lenard, T. Mills,

& L. Milne (Eds.), Mathematics of Prime Importance, Brunswick: MAV, pp. 34-

49.

Clarke, D.J., Mitchell, C. & Bowman, P. (2009). Optimising the use of available

technology to support international collaborative research in mathematics

classrooms. In T. Janik & T. Seidel (Eds.) The power of video studies in

investigating teaching and learning in the classroom, New York: Waxmann, pp.

39-60.

Remedios, L. & Clarke, D.J. (2009). Cultural Origins of Patterns of Participation in

Multi-cultural Classrooms. Chapter 11 in M. César & K. Kumpulainen (Eds.),

Social Interactions in Multicultural Settings. Dordrecht: Sense Publishers, 297-

327.

Suri, H. & Clarke, D.J. (2009). Advancements in Research Synthesis Methods: From a

Methodologically Inclusive Perspective. Review of Educational Research, 79(1), 395-

430.

Four further volumes in the LPS research series are in preparation. The next volume to be

titled, Difference in Mathematics Classrooms Around the World, should be published in

December, 2010. It is hoped that the following three volumes (Algebra, Coherence and

Competence) will be published at six-monthly intervals.

5. LPS-related Conference Presentations in 2009 and 2010

6th

Conference of European Research in Mathematics Education, Lyon, France Fri., Jan. 30 Research report (Clarke): Spoken Mathematics as a Distinguishing

Characteristic of Mathematics Classrooms in Different Countries

European Association for Research in Learning and Instruction, Amsterdam,

The Netherlands Fri., Aug. 28 Symposium. Social Interactions and Language Use in Asian and

Western Mathematics Classrooms

Sat., Aug. 29 Symposium. The Challenges of International Classroom Research

Korean Mathematics Education Conference, Chungbuk Uni, Korea Sat., Oct. 24 Keynote address: Spoken Mathematics as a Distinguishing

Characteristic of Mathematics Classrooms around the World

National Curriculum Conference, Providence University, Taipei Fri., Oct. 30 Keynote address: Speaking in and about the mathematics classroom

Australian Association for Research in Education, Canberra Mon., Nov. 30 Presentation 1. The cultural specificity of theory

Presentation 2. Spoken Mathematics (Clarke)

Mathematical Association of Victoria, La Trobe University Fri., Dec. 4 Keynote: Speaking in and about the mathematics classroom

2010

International Group for Psychology in Mathematics Education, Belo Horizonte,

Brazil Mon., July 19 Research Forum 1: Speaking in the mathematics classroom

Fri., July 23 Research Forum 2: Speaking about the mathematics classroom

Australian Council for Educational Research, Melbourne Mon., Aug. 16 Opening Keynote: Speaking in and about mathematics classrooms

internationally: The technical vocabulary of students and teachers

East-Asian Research Conference On Mathematics Education (EARCOME 5),

Tokyo, Japan

Thurs., Aug. 19 Plenary Address: The Cultural Specificity of Accomplished Practice:

Contingent Conceptions of Excellence

Fri., Aug. 20 Research Paper: Meta-discursive rules and the introduction of new

content in mathematics classrooms in Seoul, Shanghai and Tokyo

(Xu, Clarke, Wan)

European Conference on Educational Research, Helsinki, Finland

Fri., Aug., 27 Symposium. Multiple Approaches to the Analysis of Social

Interactions and Language Use in Asian and Western Mathematics

Classrooms

Moving Through Cultures of Learning (Conference of EARLI SIGs 10 and 21),

University of Utrecht, The Netherlands Fri., Sept. 3 Research paper 1. Moving between theories: The need for multi-

theoretic designs for classroom research

Research paper 2. Differences in Student Participation in

Mathematical Discourse: Comparisons across classrooms in Berlin,

Hong Kong, Melbourne, San Diego, Seoul, Shanghai, Singapore, and

Tokyo

School of Education, University of Waikato, 50th

anniversary Fri., Nov. 5 Invited keynote: Pushing the Boundaries of Classroom Research

6. ICCR Centre Review

• The ICCR is going a major Review of its activities. Attempts will be made to get

some university support for Centre infrastructure.

7. VideoPortal

• The videoPortal facility has now been running successfully for 12 months. At this

time it has only three subscribing teams. At least five subscribers are needed for it to

be self-maintaining – so, for the moment, it is being subsidized by the Melbourne

team from other research funds. Lesson tables have now been included as part of the

front-page to assist LPS researchers to select suitable lessons for analysis.

LPS China - Hong Kong Report for 2009/10 (June 30, 2010)

Project leader: Frederick Leung, The University of Hong Kong Project members:

Ida Mok, The University of Hong Kong

Prepared by Ida Mok

The data set collected by Hong Kong team consists of the Hong Kong and Shanghai data in

2000-2003. They are uploaded in the LPS online system. We submitted a grant last year but

was not successful. Therefore, at the present moment, we have no grant support. Nonetheless,

analysis and writing continues.

To support the Beijing team, a visit by Ida was made for Beijing to share the LPS experience

with the Beijing Team in January 2010. To support the Beijing LPS work, seminars and

workshops were presented about findings by the Hong Kong Team and issues about

translation and documentation of data.

Another visit by Ida is planned to Taiwan in October 2010 to give a talk on LPS Hong Kong

experience.

List of Publications

Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and

Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Mathematical

tasks in classrooms around the world. 119–145. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra

lesson on factorization of polynomials. Zentralblatt fuer Didaktik der Mathematik (ZDM

Mathematics Education). 41, 319-332. DOI 10.1007/s11858-009-0166-8.

Mok, I.A.C. (2009). A Glimpse of a Mathematical Enculturator in Chinese Mathematics

Classrooms: An Example from A Shanghai Lesson. Selected Papers of The ICME 11

Topic Study Group 24: Research on classroom practice. A monograph for Topic Study

Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN

DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO

2009. 2009. pp. 1-7. ISSN 1592-4424. Available at

http://math.unipa.it/~grim/quaderno19_suppl_4.htm

Clarke, D., Mesiti, C., O‘Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y.

(2007). Addressing the challenge of legitimate international comparisons of classroom

practice. International Journal of Educational Research 46, 280–293.

Clarke,D., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner‘s

Perspective Study and International Comparisons of Classroom Practice. In Clarke, D.,

Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing

Mathematics Classrooms Around the World.. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in

Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics

Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.

Huang, R., Mok, I.A.C. & Leung, F.K.S. (2006) Repetition or Variation - ―Practice‖ in the

mathematics classrooms in China. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.)

Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense

Publishers B.V.

Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E.,

and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms

Around the World. Rotterdam: Sense Publishers B.V.

Lopez-Real, F.J., Mok, I.A.C., Leung, F.K.S. & Marton, F. (2004). Identifying a Pattern of

Teaching: An analysis of a Shanghai teacher‘s lessons. In Lianghuo Fan, Ngai-Ying

Wong, Jinfa Cai & Shiqi Li (Eds.) How Chinese Learn Mathematics: Perspectives from

Insiders. NJ: World Scientific publishing Co.

Conferences

Mok, I.A.C. (2009). Glimpses of Hong Kong Mathematics Lessons: When the students

appreciate their teacher. Paper presented at the 3rd Redesigning Pedagogy International

Conference, June 2009, Singapore.

Mok, I.A.C. (2008). A glimpse of a mathematical enculturator in Chinese mathematics

classrooms: An example from a shanghai lesson. Paper presentation in Topic Study Group

24, Research on Classroom Practice. In The 11th International Congress on Mathematics

Education ICME-11, 6-13 July, Monterrey, Mexico.

Mok, I.A.C. (2007).Teacher and Student Perspectives on Mathematics Lessons: A Shanghai

Case Study. In Symposium: International Perspectives on Mathematics Teaching and

Lesson Structure, in European Association for Research on Learning and Instruction

(EARLI) 12th

Biennial Conference,Budapest, Hungary, August 28 to September 1.

List of writing in preparation

Mok, I.A.C. (draft). Seeking the evidences of instructional scaffolding in the reform-based

teaching of a Shanghai teacher. In LPS Book7 (Working title): Competent Teachers in

Mathematics Classrooms around the World (Working)

Mok, I.A.C. (draft). Seeking coherence: A case study in the Hong Kong Classroom. In

Coherence in the mathematics classroom: The teaching of a topic in mathematics

classrooms around the world. (LPS Book 6), (Working)

Mok, I.A.C. (draft). The coherence of student beliefs about good classrooms in Shanghai and

Hong Kong. LPS book 4 chapter. (revised and resubmitted)

Mok, I.A.C. (draft) Teaching the graphical method of solving equations: An example in the

Shanghai lessons. LPS algebra book chapter. (submitted)

Huang, Mok & Leung (draft) Teaching algebraic concepts in Chinese classrooms: a case

study of systems of linear equations. LPS algebra book chapter (submitted, revised)

Zhu & Mok (draft) What matters in a mathematics lesson in the students' and the teacher's

view: A case study in Hong Kong (working)

LPS China-Beijing Team Report in 2009/10

Zhongdan Huan

From 2009 LPS annual meeting, the LPS China-Beijing Team has finished the following

work:

(1) Clarification of LPS design

The LPS design was reviewed and understood in Chinese by the team. The team wants to

thank Ida for her support.

(2) Chinese Transcripts

The team redid the old transcripts on 2005 tapes and finished the transcripts on 2009.

(3) Researches

The team starts several researches based on the transcripts, both related to LPS book 7 and

other issues. There is a monthly meeting on LPS since last January.

LPS China-Macau Team Report in 2010

Team: Rongjin Huang (currently studying/working in the USA)

Journal paper

Huang, R., & Cai, J. (under review). Parallel distribution or hierarchical selection:

Pedagogical representations to teach linear relations in Chinese and U.S.

classrooms. The Journal of Mathematical Behavior.

Book and Book Chapter:

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.). (2010). Mathematical tasks

in classrooms around the world. Rotterdam, The Netherlands: Sense.

Huang, R., & Cai, J. (2010). Implementing mathematics tasks in the U.S. and

Chinese classroom. In Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.),

Mathematical tasks in classrooms around the world (pp.147-166). Rotterdam,

The Netherlands: Sense.

Huang, R., & Li, Y. (in progress). Promoting mathematical understanding: An

exploratory study of teaching algebra in U.S. and Chinese classrooms. In C.,

Keitel, K. Hino, R. Vithal, A. Begehr, & D. Clarke ( Eds.), Differences in

mathematics classrooms internationally. Rotterdam, The Netherlands: Sense

Huang, R., Mok, I. A. C., & Leung, F. K. S. (in progress). Constructing algebraic

concepts in Chinese classrooms: the teaching of a system of linear equations.

In F. K .S. Leung, K. Park, & D. Clarke (Eds.), The teaching and learning of

algebra around the world. Rotterdam The Netherlands: Sense

Conference Presentation

Huang, R., & Li, Y. (2009, April). Mathematics knowledge for teaching algebra: A

case study on linear equations in Mainland China. Paper presented at 2009

annual meeting of American Education Research Association (AERA), San

Diego, CA.

TEAM PROGRESS 2009/10

CZECH REPUBLIC

Team Members: Alena Hošpesová, Jarmila Novotná

1. New set of data registered in January 2010 are being processed.

2. Outputs

PME 34

Research report Hošpesová-Novotná: Promoting components of algebraic competence

in school practice

Chapter in Shimizu & al.: Mathematical Tasks in Twelve Countries: Novotná-

Hošpesová: Linking in teaching linear equations. Types and Purposes – published

In preparation: Chapter in Keitel et al.: Difference in Mathematics Classrooms

Internationally: Hošpesová-Novotná: Topaze – useful link or teacher’s failure? –

waiting for comments

Chapter in Clarke, Mok & Williams: Coherence in the mathematics classroom: The

teaching of a topic in mathematics classrooms around the world: Hošpesová-Novotná:

Solving word problems and school dialogue - Cognitive demands

Chapter in Leung, Park, Holton & Clarke: The Teaching and Learning of Algebra

Around the World. Novotná-Hošpesová: Traditional versus Investigative Approaches

to Teaching Algebra at the Lower Secondary Level: The Case of Equations

In preparation: LPS Book 7: Competent teachers in mathematics classrooms around

the world. Editorial team: Shimizu, Novotná, Clarke. Novotná-Hošpesová are

preparing one chapter.

German LPS Team Report – 2009/10

Team Members: Christine Keitel, Astrid Begehr, Hauke Straehler-Pohl

1. The German LPS-group had still to cope with capacity problems for the LPS-study in

Germany:

a) Prof. Dr. Christine Keitel could not contribute more deeply to LPS because of the

various duties of her function as Vice-president, where she was and is in particular

responsible for the first evaluation and substantial changes to be completed until 2011

of the majority of study orders, after having identified major problems and

disfunctions of the newly developed and firstly evaluated study orders of the recently

introduced BA and MA system. At the end of her period as VP and after a detailed

evaluation of all orders university-wide CK had started a university-wide reform of

study orders accompanied by accreditation process.

b) Further additional tasks have to be tackled by CK for the new round of the

―Excellence‖-competition with newly developed ―clusters‖ and graduate

programs/schools. In addition, alongside with excellency programs, new demands for

internationalisation and a lot of travelling as Vice-president have taken time and

power.

c) Dr. Astrid Begehr took up another two year break for her new parentship as she got a

second daughter and has resigned from any work, i.e. she did not contribute to LPS.

2. We also attracted some new research capacity, however only for a short period:

a) Our MA-student Hauke Straehler-Pohl as our new collaborator and scientific co-

worker joined us for working on the improvement of our data base and on the analysis

tools, but only for while as he became scientific assistant for Prof. Dr. Uwe Gellert

who took over my duties of teaching:

Hauke could contribute and still works on these themes:

- Continuation of an very intensive reworking of our lesson scripts and a

unification and harmonisation of all translations and specific classifications,

which allows now direct comparisons of video and available texts to create

further descriptors and deeper analyses.

- The improved unification of the transcripts together with additional

translations of contextual characteristics and variables offer a more perfect

translation.

- A listing of those terms or specific expressions that occur typically during

German lessons but do not exist in English are listed as well with a unified

English term that comes close to the meaning and should be used throughout

the texts. These lists were especially important when we compared US-lessons

with German lessons and compared the very different meanings in the

wordings.

Hauke is working on this list of terms that do not exist in English in the

particular meaning, choosing a term with special connotations:

Now we have finally unified all interviews by several checks of

language/translation as we had employed different translators during the first

working on translations. We think that now we have more ―perfect‖ transcripts

with additional explanations/ directing remarks. We believe that this will be of

great help when turning into our videos of primary schools.

We have partially used and worked on our first set of 24 videos of lessons from

very different primary schools which were taken to identify appropriate

schools, and we experienced that the new status of videos from our secondary

schools and their transcripts allow us an easier and quicker working on the

primary school data, because there is now a kind of a ―Handbook for unified

transcripts and translations‖.

Most interesting aspects, which are now more visible, relate to the different

images and conceptualisations of what is considered as mathematics by

teachers and students in different settings/school types and what are the

differences in the main values attributed to mathematics teaching and learning,

which might substantially influence the transition process from one school type

to the next higher one – an unknown and not yet well researched perspective.

During the past year we were mostly occupied and strongly devoted to

finalising the collection of papers for the book on ―Difference(s)‖ which has

now a fine range of papers to cover a good stories to tell with respect to what

makes differences and how they come alive or disturbing. Just now, we design

the preface with an overview and marking of the status where we are and

where we want to go, most contributions are ready and ―improved‖ from point

of view of content analysis, maybe not all from point of view of ―language

refinement‖. For this we might need a look from Carmel over - at least – some

papers; we still wait for some papers to be finalised and not yet arrived in their

final style and version with us, including David‘s now two different papers.

LPS Progress Report Israel, 2009/10

LPS Israel Team:

The principal investigators continue to be Miriam Amit and Michael N. Fried.

Lower-level graduate students provide some assistance to the team.

As before, our LPS data continue to serve as an invaluable source of material and inspiration for

investigations in several different directions. This year, however, has been a low point as for actually

using the data. Financial support for research in areas, like education, that do not have an immediate

economic impact, has not increased over the last year; indeed, if anything, funding has become less

available. So, again this has prevented us, among other things, from completing the enormous

amount of translation work needed to make our data available to other LPS members via the

videoPortal facility.

The report for 2009-2010 is, therefore, as it was in the previous period and can be summarized as

follows:

Data

Fieldwork finished. Two full LPS data sets have been collected (including interviews,

integrated video record, etc.)

Both data sets have been transcribed entirely.

Translation from Hebrew into English of data sets still remains to be done.

Staff

The principal investigators continue to be Miriam Amit and Michael N. Fried.

Lower-level graduate students provide some assistance to the team.

LPS Japanese Team Report – 2009/10

Team Members

Yoshinori Shimizu (University of Tsukuba) [email protected]

Toshiakira Fujii (Tokyo Gakugei University) [email protected]

Yasuhiro Sekiguchi (Yamaguchi University) [email protected]

Koich Nakamura (Tokyo Gakugei University) [email protected]

Minoru Ohtani (Kanazawa University) [email protected]

Keiko Hino (Utsunomiya University) [email protected]

YongChol, Hon (Korean University in Tokyo) [email protected]

Yuka Koizumi (University of Tsukuba) [email protected]

A Summary of Activities

Data collection of LPS-Primary, 2010

The first data collection of LPS-Primary, founded by Japan Society of Promotion of Science，has

been completed in 2008. The second data collection has been planned to be conducted in Tokyo in

year 2010.

Publication of a new book: “A Scientific Approach to Mathematics Classrooms”

A new book (in Japanese) was published in May2010. This book contains nine chapters on some

analyses of LPS data (Mostly Japanese data but one chapter compares Australian and Japanese

classrooms) written by team members. Y. Shimizu (ed.) A Scientific Approach to Mathematics

Classrooms. Tokyo: Gakubunsha. 215p. (in Japanese)

Books Research Papers-LPS related

Hino, K. (2010) Mathematics learning in the classroom from the perspective of students: Focusing

on the connection between individual and collective problem solving. The 32nd conference of the

Japan Academic Society of Mathematics Education, June 26-27, 2010, Hiroshima University

Fujii, T. (2009) The nature of problem solving oriented mathematics lesson in lower secondary

school: Focusing on the community of Inquiry. Proceedings of the 42nd Annual Conference of

Japan Society of Mathematics Education、Shizuoka Japan, November 7 to 8, pp.957-956

Koizumi, Y. (2009). An analysis of teacher‘s Questioning in the mathematics classrooms in Japan

and Germany. Proceedings of 33rd

Annual Conference for the Psychology of Mathematics

Education, vol.1, p.407.

Koizumi, Y. (2009). An analysis of the mathematics classrooms in Germany and Japan: Focusing on

the teacher‘s questioning in the discussion. Proceedings of 42nd

JSME Annual Research

Conference, pp.769-774 (in Japanese)

Koizumi, Y. (2009). The feature of tasks in the mathematics classrooms in Germany and Japan.

Proceedings of Japanese Association for the Instructional Materials Annual Research Conference,

pp.86-87. (in Japanese)

Koizumi, Y. (2010). A study of the features of ―simultaneous equation‖: as a clue to comparison of

Germany and Japan./ (Research Journal of Instructional Materials vol.21, pp.41-48)/ (in Japanese).

Koizumi, Y. (2010). Developments and Issues in International Comparative Studies on Mathematics

Classroom Practices. Research Journal of School Education, University of Tsukuba, pp.75-94. (in

Japanese)

Sekiguchi, Y. (2009). Roles and perspectives of the variation theory in mathematics education:

Search for affordance of learning. /(Proceedings of 42nd

JSME Annual Research Conference, pp.

733-738. (in Japanese)

Shimizu, Y., Kaur, B. R. Huang & D. Clarke (eds.) (2010) Mathematical Tasks in Classrooms

around the World. Rotterdam: Sense Publishers.

LPS Korean Team Report – 2009/10

Team Leader: Kyungmee Park

Korean team has not been active in further analysis of data, but hopefully we can do what we

are supposed to do.

1. Analyze the data from an angle of transition from informal/intuitive level to

formal/abstract level. The idea is not mature enough to report, but the main idea is like

the following. Most lessons start with some contexts or situations where mathematics

which will be dealt in the lesson are embedded. Capable teachers can make students

move from this stage to more advance stage (formal/abstract stage) smoothly. The

analysis will focus on how this transision occur in the class, and what ensures such

transition.

2. Korean team was inspired by the special issue of ESM (Vol. 69), and plan to analyze

the lessons from an angle of ‗examples‘ which play a central role in the teaching of

mathematics. The function of examples will be identified whether they are raw

materials for generalization, illustrations of concepts, giving students a motivation, or

summary etc.

3. Work on the LPS Algebra book with David and Frederick. So far, we have full

submissions as well as abstract or rough draft. We will go on the review process while

we solicit more contributions.

LPS New Zealand Team Report – 2009/10

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Our work on the LPS project data is now focused on analysis and writing—work that is just

one of our research priorities. The main funding for the data collection and initial

formatting/analysis has now come to an end. That said, we are aware that there is a huge

potential for lots of data analysis within the rich data set and for more focus on collaboration

with other country members. Our outputs in the last year include:

Anthony, G., & Burgess, T. (2009, Dec). Teaching linear equations: A question of balance.

Paper presented at LPS conference 2009, Melbourne, Australia. Ding, L., Anthony, G., & Walshaw, M. (2009). Lesson starter activities in New Zealand

secondary mathematics lessons. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research group of Australasia (pp. 734). Wellington: MERGA.

Lawrence, A., Anthony, G., & Ding, L. (2009). Teacher learning and pedagogical shifts subsequent to professional development experiences. New Zealand Journal of Teacher's Work, 6(2), 138-147.

Walshaw, M. (in press). Pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education.

Currently we are have submitted Anthony/Burgess paper to the LPS Algebra text and are

working on a chapter for the Effective Teaching text. Dr Liping Ding has returned to China

and is working on a publication involving comparative study of classroom in NZ and China.

Although our funding for the main project is completed we do have funding available that can

contribute to living expenses if an overseas team member was interested in visiting NZ to

collaborate on writing a journal article. We have interests in comparing lesson starters, use of

worked examples, participation practices, language, task complexity, formative assessment,

and language.

Glenda Anthony (NZ co-director)

LPS Norwegian Team Report – 2009/10 Norwegian LPS team members: Professor Kirsti Klette, Birgit Pepin and Ole Kr. Bergem

1. Current members of the LPS-team: Kirsti Klette, Birgit Pepin and Ole Kr. Bergem

Birgit Pepin, who is a professor at HiST, Sør-Trøndelag University College in Trondheim, has

now joined the Norwegian LPS-group. Through her initiative, all the data material from one

of the Norwegian LPS-schools is now translated to English, and are available for all LPS-

researchers.

2. Recent publications

Bergem, O. K. & Klette, K. (2009). Mathematical Tasks as Catalysts for Student Talk:

Analysing discourse in a Norwegian mathematics classroom. In Y. Shimizu, B. Kaur, R.

Huang & D. ClarkeY. Mathematical Tasks in Classrooms Around the World. Rotterdam:

Sense Publishers.

Klette K. (2010). Blindness to Change during Processes of Change: What do Educational

Researchers Learn from Classroom Stuides? In A. Hargreaves, A.Libermann and M. Fullan

Second International Handbook of Educational Change. Springer.

Bergem, O. K. & Dalland, C. (2010). Arbeidsplaner, læringsmål og vurdering. Hva gjør vi?

(Work plans, learning goals and assessment. What do we do?). Oslo: Universitetsforlaget.

3. Activities

Our group has, in cooperation with the Finnish and Swedish LPS-group, applied to The

Nordic Social Sciences Research (NOS-HS) for funding of a study with a focus on student-

teacher negotiation in mathematics classrooms during individual seat work (―Interrogating the

alignment of curriculum, instruction and assessments in mathematics classrooms in Finland,

Norway, Sweden, Australia and China‖). The project involves LPS scholars from Finland

(project leader), Sweden and Norway, together with colleagues from Australia and China. The

project serves as a further development of the LPS-design.

We are now working on a book from the Norwegian PISA+ video study: ―Exploring Life in

Classrooms within the Era of PISA and TIMSS: Lessons learned from the PISA+ Video

Study‖), which will be published in march 2011. The Norwegian LPS-study was a part of the

PISA+ video study. However, the PISA+ video study also included science- and reading

lessons.

We have also presented papers from the LPS-study at various international and national

conferences, and will continue to do this in accordance with our extended analysis of the LPS-

material.

LPS Philippines Team Report – 2009/10

Team members: Sol Ulep and Lydia

The Philippine team now consists of Lydia and myself. Lydia was a colleague who served

also as an observer and mixer just like Flor and myself when we were still gathering data in

2001.

For 2009, the main thing that I had done was to start writing the chapter that I am contibuting

to the Algebra book. I am still working on it and so haven't submitted it to Frederick.

Moreover, I am still waiting for the comments on the chapter that I submitted for the

Difference book. This is why I did not write a report anymore for 2009.

Lydia and I submitted to Yoshi an abstract for the Competence book. Hopefully, in the second

half of this year, we can start doing our analysis.

Best regards,

Sol

LPS Portuguese Team Report - 2009 The current members of the Portuguese team are

a) João Pedro da Ponte, Department of Education of the Faculty of Sciences of the University of Lisbon;

b) Cláudia Canha Nunes, PhD student at the same Department and mathematics teacher at EB 2,3 Marvila, Lisbon;

Recent publications in research journals:

Martinho, M. H., & Ponte, J. P. (2009). Communication in the classroom: Practice and

reflection of a mathematics teacher. Quaderni di Ricerca in Didattica

(Matematica),Itália, Supplemento n.2 al n. 19. (ISSN on-line 1592-4424)

Matos, A. S., & Ponte, J. P. (2009). Exploring functional relationships to foster algebraic

thinking in grade 8. Quaderni di Ricerca in Didattica (Matematica), Itália,

Supplemento n.2 al n. 19. (ISSN on-line 1592-4424)

Viseu, F., & Ponte, J. P. (2009). Desenvolvimento do conhecimento didáctico do futuro

professor de Matemática com apoio das TIC, RELIME, 12(3), 383-413.

Menezes, J. L., & Ponte, J. P. (2009). Investigação colaborativa de professores e ensino

da Matemática: Caminhos para o desenvolvimento profissional. Jornal

Internacional de Estudos em Educação Matemática, 1(1). (Jornal científico do

Programa de Pós-Graduação em Educação Matemática, UNIBAN – Universidade

Bandeirante de São Paulo, Brasil).

Chapters in international books

Ponte, J. P. (2009). Teachers‘ conceptions and practices regarding contextual problems

and real world connections. In L. Verschaffel, B. Greer, W. Van Dooren & S.

Mukhopadhyay (Orgs.), Words and worlds: Modeling verbal descriptions of situations

(pp. 283-293). Rotterdam: Sense.

Ponte, J. P., Zaslavsky, O., Silver, E., Borba, M. C., van der Heuvel-Panhuizen, M., Gal,

H. Fiorentini, D., Miskulin, R., Passos, C., de La RocquePalis, G., Huang, R.,

Chapman, O., & van den Heuvel-Panhuizen, M. (2009). Tools and settings supporting

mathematics teachers‘ learning in and from practice. In R. Even & D. Loewenberg

Ball (Orgs.), The professional education and development of teachers of mathematics:

The 15th

ICMI Study (pp. 185-209). New York, NY: Springer.

Curriculum development products

Ponte, J. P., Branco, N., & Matos, A. (2009). Álgebra no ensino básico. Lisboa:

Ministério da Educação, Direcção Geral de Inovação e de Desenvolvimento

Curricular.

Ponte, J. P., Matos, A., & Branco, N. (2009). Sequências e funções. Lisboa: Ministério da

Educação, Direcção Geral de Inovação e de Desenvolvimento Curricular.

Ponte, J. P., Oliveira, P., & Candeias, N. (2009). Triângulos e quadriláteros. Lisboa:

Ministério da Educação, Direcção Geral de Inovação e de Desenvolvimento

Curricular.

In addition, João Pedro da Ponte has been involved in the Project of implementation of a new

mathematics curriculum, for grades 1-9. This curriculum was approved by the Ministry of

Education in December 2007.

Lisboa, 17 July 2010

João Pedro da Ponte

LPS Singapore Team Report – 2009/10

Team Leader: Berinderjeet Kaur

(i) at the present team comprises of only one member, i.e. BK

(ii) nothing exciting has happened in the last year

(iii) proposal for the Book on "Students Voice".

Berinder

LPS Swedish Team Report – 2009

Introduction:

In the report from 2008 I reported on changes in the LPS team and work in Sweden. In this

report I will take such issues of given and will focus on events during the last year.

The Swedish LPS team

The 2009 LPS team in Sweden is as follows:

Team leaders:

Sverker Lindblad, University of Gothenburg

Ference Marton, University of Gothenburg (now emeritus)

Researchers:

Jonas Emanuelsson, University of Gothenburg.

Johan Häggström, University of Gothenburg

Michael Hansen, University of Gothenburg

Martin Harling, University of Gothenburg

Eva Jablonka, Luleå University of Technology

Johan Liljestrand, Gävle University College

Olof Reichenberg Carlström, University of Gothenburg

Ulla Runesson, University of Gothenburg

Fritjof Sahlström, Helsinki University

The degree of activity varies between the members, but at present I think it is fair to present

this list.

Email addresses:

[email protected]; [email protected]; [email protected];

[email protected]; [email protected]; [email protected];

[email protected]; [email protected]; [email protected];

[email protected]; [email protected]

Research resources:

In the 2008 report I wrote about the Swedish CULT project (Swedish school culture in

comparative perspective) which is the Swedish counterpart in LPS. The CULT project was

part of an application for a centre of excellence that was approved, but almost all of the

researchers in CULT as an LPS project were excluded from work in this Linnaeus centre

LinCS. Since this centre changed direction and since the LinCS to my understanding was not

organised in a way that could preserve agreements concerning intellectual property rights and

research ethics made in the LPS consortium I decided to resign from LinCS together with the

research projects I direct. Thus, the LPS is outside the LinCS centre of excellence in

Gothenburg. However, we got additional research funds for a study on Lived Curricula and

School Results in Late Modernity, where we are continuing working with research and

comparisons of classroom interaction from a curriculum theory point of view. This also opens

up opportunities for LPS work.

On the deliverance of the Swedish data sets:

There is one data set delivered – a full set including very detailed transcriptions of lessons and

interviews. The detailed level implied that we used all resources on that set. This was a fair

thing to do, given the complex interaction patterns we identified in the school and class

studied.

We have now, with a reallocation of resources, started anew with transcriptions of lessons and

interviews. Jonas Emanuelsson and I have made a few strategic decisions and Olof

Reichenberg Carlström is outlining the work to be done now. We have not yet decided on the

time schedule, but the important point here is that work is in progress and that more of our

research can be shared with other teams.

Current activities:

We have four different but related foci for our work:

Firstly, member in the LPS team are continuing their work on the mathematics education task.

Here, Jonas Emanuelsson and Johan Häggström are writing on a chapter in the next LPS

book. It will hopefully be published in the autumn of 2009. The doctoral thesis of Häggström

presented last year (2008) is a major input under this focus. I elaborated that more in detail

last year and will go over to the other three foci.

Secondly, as part of the Swedish team ambitions there was an interest in developing

conversation analysis, most persistently driven by Fritjof Sahlström. He has actively worked

with the data, and has presented results in publications and at conferences. Sahlström has now

edited a special issue of Scandinavian Journal of Educational Research with that focus:

Scandinavian Journal of Educational Research, Volume 53 Issue 2 2009: Conversation

Analysis as a Way of Studying Learning

As such this special issue is outside the LPS work, but it is of considerable interest for LPS

research in its way to deal with a specific approach to capture interaction and learning.

Ference Marton contributed with a commentary ―Beyond learning as changing participation‖

where he states about the contributions to the special issue. I quote him here to show the

qualities of the contributions in the special issue edited by Sahlström:

This is a very impressive collection of papers, right at the cutting edge of research

on learning—or at one of the cutting edges of research on learning, I would rather

say. The five papers relate nicely to each other: A shared methodological and

theoretical (or a-theoretical) stance is applied to five widely varying content

domains. The research specialization is exemplary insofar as it builds on clearly

identifiable earlier research, in a highly convincing way, but goes beyond it,

carving out its own space in the landscape of scholarly inquiry into human affairs

in general, and human learning in particular. The approach is distinct, rigorous,

precise, and relentlessly empirical. Some of its specific features are: relating the

view of learning as changing participation to conversation analytic

methodological stance and using the participants‘ categories for describing events

and scenarios, and all five papers seem to be educationally oriented in the wide

sense. This research situates itself inside the learning as changing participation

paradigm, but transcends it through a micro-analysis of the mechanisms by which

learning—as described in that paradigm—is taking place. (Marton, 2009, p 214)

I hope this is enough of an appetizer for checking this special issue on conversation analysis.

Thirdly, we are continuing our studies on classroom interaction from an institutionalist or

curriculum theoretical point of view. This includes analyses based on classification and

framing, classroom discourses based on notions of recitation and specific classroom

interaction patterns as well as the school class as a social system. Harling, Hansen & Lindblad

(2008) presented a comparison of Swedish LPS recordings with filmed classroom activities in

2008 from a curriculum theory point of view. They conclude:

To end – we have presented a comparative analysis of classroom interaction based

on recorded fragments of lessons from 1968 and 2003. This has given us a picture

of differences in classroom interaction and the politics of learning which we think

can be understood as differences in governing. Furthermore, we understand such

differences as indications on a changing regime of government.

Olof Reichenberg Carlström (2009) developed these historical comparisons further in his

examination work on classroom interaction, with a special focus on curriculum codes and

identity production. From similar points of view Harling and Reichenberg Carlström (2009)

presented a study with a focus on difference-making and identity production in the classroom.

At the 2009 EERA meeting in Vienna we are organising a symposium on ―Communicating

Education: On the social organisation of schooling under a performative turn in European

contexts‖. This shows rather well a way to theorize classroom interaction from a

(neo)institutionalist point of view, dealing with the political in education.

In focus of this symposium are communication and the social organization of

schooling under the performative turn, in relation to students‘ educational

progress. We discuss these matters concerning education in Denmark, Germany,

and Sweden and therefore have the possibility to compare similarities and

differences in the politics of education in European contexts.

However, what we need to elaborate further is a way of conceptualising classroom content.

We have done so in a principal way in relation to curriculum codes, where the Swedish case

points towards a move from stronger to weaker framing and classification of lived content.

But I think we should work further on the ―knowledge‖ issue – e.g. in terms of knowledge

practices and gender. This is at present more of an ambition, however.

Fourthly, we are doing work on comparative studies. Here, we carried out in Spring 2009 an

international doctoral course on comparative education, where the LPS was used as an

interesting example of international cooperation. We furthermore followed our critical

analyses of international comparisons, such as the PISA and TIMSS, which we consider is an

important part of the LPS agenda. We are here putting forwards the ideas that international

comparisons should focus on different ways of dealing with similar problems and that

comparisons are based on conceptual relations, i.e. not on facts and findings in itself.

Actually, we are conceptualising this as an important aspect of education systems of today

and in the transnational governance of education. As a means to develop research in this

direction we are organising a symposium at the EERA 2009 with the title Educating a

knowledge society: Governing-Government through floating signifiers, information systems

and navigation tools.

A last note; in research on classroom interaction the concept of context is to my understanding

of vital concern. Together with David Clarke and Fritjof Sahlström we developed a proposal

to the Swedish Research Council for seed money for research in that direction and also for

further organisation of data. Since this could be of a more general interest to the LPS

consortium I present a summary here, though the risk that we do not get funded at once is

rather high:

The context concept is of vital importance in research on schooling and teaching. It is

dealt with in different ways and with quite different implications in ambitions to

understand and to analyse educational phenomena and their relations to individuals as

well as organisations and society. In this proposal we aim to deal with the complex

relations between context and classroom interaction. The plan is as follows:

- To present and discuss different approaches to deal with context issues

in classroom research in an international consortium

- To explore different approaches to analyse classroom interaction based

on recordings in different national and institutional contexts but with

similar contents.

- To analyse how context is dealt with conceptually and technically in a

set of studies in an international context.

Based on this we will present analyses of how to deal with context in classroom

interaction. This is of vital concern for an improved understanding of teaching and

learning in institutionalised settings - e.g. in terms of social and cultural asymmetries. Of

equal importance is to conceptualise premises for international comparisons of school

performances. It is also of large theoretical interest to develop and compare different

approaches and strategies in research on educational processes and social systems. These

tasks will be carried out in an international research consortium and is having the ambition

to improve our international understanding of education.

Hopefully, these tasks will be carried out in cooperation with different teams in the LPS

consortium. To do so could be a way to improve the preconditions for comparative studies in

LPS.

Concluding comments: I have here tried to report the work of the Swedish LPS team. We are now working further on

transcriptions and translations. Hopefully we will have the second data kit available this

autumn.

The Swedish LPS team is moving ahead in four different but related ways. There is a

continuing work on maths education, and we will recruit one or two more members with that

field of interest. Considering conversation analysis the work presented is currently outside the

LPS, but hopefully will be re-integrated again. The curriculum theory/institutionalist analyses

are on march in a number of studies including historical comparisons and theoretical

developments. What is missing here is a more thorough elaboration of international

collaboration and comparative studies focussing on vital educational problems and ways of

dealing with them rather than going into the efficiency trap. We are trying to deal with that in

our current work on international comparisons. This is at present a main focus in our work,

and we are very interested in further collaboration in that respect in the LPS consortium.

In appendix an updated list of publications and texts from the Swedish LPS team is presented.

Appendix: Recent publications from the Swedish Research Team:

Clarke, D., Emanuelsson, J., Mok, I. & Jablonka, J. (2006). The Learner‘s Perspective Study

and International Comparisons of Classroom Practise. In D., Clarke, J., Emanuelsson,

E., Jablonka & I., Mok (Eds.) Making Connections: Comparing Mathematics

Classrooms Around the World: Rotterdam: Sense Publishers

Clarke, D., Sahlström, F. Mitchell, C., & Clarke, N. (2004) Optimising the use of available

technology in educational research. In V. Uskov (Ed.) Computers and Advanced

Technology in Education, pp. 191-197. Calgary: Acta Press

Emanuelsson, J & Sahlström, F. (2008). The price of participation. Teacher Control versus

Student Participation in Classroom Interaction. Scandinavian Journal of Educational

Research, 52(2), 205-223.

Heikkilä, M & Sahlström, F. (2003). Om användning av videoinspelning i fältarbete [On the

use of video recordings in fieldwork]. Pedagogisk Forskning i Sverige, 8(1-2), 24-41.

Sahlström, F. , Melander, H. & Sundblad, M. (2008) "Jag tror jag fattar" Epistemic stance

displays in classroom interaction. Paper presented at NERA 2008, Copenhagen, March.

Sahlström, F. (2004) På återbesök hos klassrumsforskningens klassiker. Kapitel i A-L. Østern

& R. Heilä-Ylikallio (Red.) Språk som kultur - brytningar i tid och rum. Rapport från

Pedagogiska Fakulteten vid Åbo Akademi nr 11, ss 177-192.

Emanuelsson, J. & Häggström, J. (2008.) Algebra teaching and classroom evaluation in the

west and the east: A comparative study of classroom interaction in relation to algebraic

tasks. Paper presented at AERA 2008, New York

Emanuelsson, J. & Sahlström, F. (2006). Same from the outside different on the inside:

Swedish Mathematics Classrooms from Students' Points of View. In D., Clarke, C.

Keitel & Y. Shimizu (Eds) Mathematics Classrooms in 12 countries: The Insider's

Perspective. Rotterdam: Sense Publishers. (Similar paper also presented at AERA 2007)

Emanuelsson, J. (2008). The everyday mathematical reasoning of young children To be

presented at AERA 2008, New York

Emanuelsson, J., & Sahlström, F. (2006) Same from the outside - different on the inside. On

interaction in Swedish mathematics classrooms. In C. Clarke, C. Keitel & Y. Shimizu

(Eds.) Mathematics Classrooms in 12 countries: The Insider's Perspective. Dordrecht:

Sense.

Erlandsson, P., Harling, M & Reichenberg Carlström, O. (2009) The school class as a new

social system. Paper to be presented at the 2009 ECER in Vienna.

Foss Lindblad, R. & Lindblad, S. (2009): Informing about education under a performative

turn: What is the Game and what are the Arts of its Practices? Paper to be presented at

the 2009 ECER in Vienna

Harling, M & Reichenberg Carlström, O. (2009) School performance and the politics of

identity -analyses on difference-making and competence in classroom interaction. Paper

presented at the 37th Annual Congress of the Nordic Educational Research Association

(NERA), Network 22: Politics of Education and Education Policy Studies, Trondheim,

Norway, March 5-7, 2009.

Häggblom, J. (2005). From digital tapes to analogue drives. On the development of methods

and techniques for classroom interaction research. D-uppsats, Uppsala universitet:

Pedagogiska Institutionen

Häggström, J. (2006). The introduction of new content: what is possible to learn? In D.

Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok, Making connections: comparing

mathematics classrooms around the world (pp. 185-200). Rotterdam: Sense Publishers.

Häggström, J. (2007). The same topic - Different opportunities to learn. In C. Bergsten & B.

Grevholm (Eds), Developing and researching quality in mathematics teaching and

learning. Proceedings of MADIF5 - The 5th Swedish Mathematics Education Research

Seminar, Malmö, January 24-25, 2006 (pp. 69-79). Linköping: SMDF.

Häggström. J. (2006, March). Interaction on mathematics. Paper presented at Symposium for

Classroom research and ethnographic studies at NERA/NFPF Congress 2006 (Nordic

Educational Research Association), in Örebro, Sweden.

Häggström. J. (2008). Teaching systems of linear equations in Sweden and China: What is

made possible to learn? (Ph. D. Thesis). Göteborg: Acta Universitatis Gothoburgensis.

Häggström. J. (2008, March). Bringing back mathematics into research on mathematics

teaching. Paper presented at Forskningssymposium om lärande och undervisning i

matematik, 10-11 mars 2008 (Research symposia on teaching and learning of

mathematics), in Göteborg, Sweden. (To be published in the proceedings)

Harling, M. Hansen, M. & Lindblad, S. (2008): From studenting to teaching: On the

persistence of recitation in classroom interaction 1968-2003. Paper presented at the

EERA 2008 meeting in Gothenburg

Johansson, M. (2006): Teaching Mathematics with Textbooks. A Classroom and Curricular

Perspective. Doctoral Thesis 2006: Luleå University of Technology

Lindblad, S. (2006): The education system and mathematics education in Sweden. In D.,

Clarke, C. Keitel & Y. Shimizu (Eds) Mathematics Classrooms in 12 countries: The

Insider's Perspective. Rotterdam: Sense Publishers. (Similar paper also presented at

AERA 2007)

Lindblad, S., & Marton, F. (2004). What is compared in comparative studies? Paper presented

at PME, Bergen. http://www.emis.de/proceedings/PME28/RF/RF004.pdf

Marton, F (2009): Beyond learning as changing participation. Scandinavian Journal of

Educational Research, vol 53, No 2, p 211-215

Popkewitz, T. & Lindblad, S. (manus): Statistics Reasoning, Governing Education and Social

Inclusion/Exclusion. To be submitted.

Reichenberg Carlström, O. (2009): Om institutionella förändringar, klassrumsinteraktion och

konstruktion av elevers identiteter - Jämförande studier av en lektion 1968 och en

lektion 2003. Examensarbete vid lärarutbildningen i Göteborg:

Sahlström, F. , Melander, H. & Sundblad, M. (2008) "Jag tror jag fattar" Epistemic stance

displays in classroom interaction. Paper presented at NERA 2008, Copenhagen, March.

Sahlström, F. (2004) På återbesök hos klassrumsforskningens klassiker. Kapitel i A-L. Østern

& R. Heilä-Ylikallio (Red.) Språk som kultur - brytningar i tid och rum. Rapport från

Pedagogiska Fakulteten vid Åbo Akademi nr 11, ss 177-192.

Sahlström, F. (2008) Trettiofem sidor klarsyn. Kapitel i K.-A. Petersen & M. Høyen (red.) At

sætte spor på en vandring fra Aquinas till Bourdieu - æresbog til Staf Callewaert, s. 191-

198. Köpenhamn: Hexis.

Missing Reports Note: Team Reports were not forthcoming from South Africa and the UK. The USA team, led

by Joanne Lobato, withdrew on the conclusion of Spencer Foundation Funding that was

supporting their participation. Access to the USA data is managed by David Clarke through

the ICCR in Melbourne.