TaiGer Noticing

TaiGer Noticing –​ Role of cultural norms for instructional quality

What teachers understand by “good” mathematics instruction could also be a question of the cultural context. We investigate this exemplarily in the contrast between Germany and Taiwan.

Objectives

  • Develop methods to measure teacher noticing in a way that is valid across cultures
  • Make visible cultural norms that influence teacher noticing of aspects of instructional quality
  • Examine differences between an East Asian (Taiwan) and a Western (Germany) conception of “good” instruction

Funding

2018-2022, German national science foundation (DFG, German part project) und Taiwanese Ministry of Science and Technology (MOST, Taiwanese part project)
Official title: Teacher noticing in Taiwan and Germany – What is the role of cultural norms regarding aspects of instructional quality?
Since 2022: Own ressources

Context

The idea for the TaiGer Noticing project was born within research initiative Taiwanese-German Research Program on Cultural-Societal Influences on Mathematics Education

Team members

Publications

  • Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2023, in print). The role of experts’ norms of instructional quality for assessing teacher noticing: Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives. Routledge.
  • Dreher, A. & Lindmeier, A. (2023, in print). Blicke auf Unterricht – Mathematikdidaktische Erwartungen in Taiwan [Perspectives on teaching – Expectations regarding mathematics education in Taiwan]. Journal für LehrerInnenbildung.
  • Paul, J. F., Dreher, A., Wang, T.-Y., Hsieh, F.-J., Hansen, L. & Lindmeier, A. (2023). Are experts’ noticing focuses regarding the learning potential of tasks and its use consistent across instructional situations? A secondary analysis. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (S. 27–34). PME.
  • Lindmeier, A., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2022). The potential of tasks for mathematical learning and its use in instruction – Perspectives of experts from Germany and Taiwan. In C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (S. 139–146). PME.
  • Wang, T.-Y., Dreher, A., Lindmeier, A. & Hsieh, F.-J. (2022).Perspectives of professors in mathematics education on fruit salad algebra – A comparison between Taiwan and Germany. In C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (S. 123–130). PME.
  • Larrain, M., Paul, J., Lindmeier, A., Hsieh, F.-J., Wang, T.-Y. & Dreher, A. (2022). Fruit salad algebra – A comparison of experts and mathematics teachers noticing. In C. Fernández, S. Llinares, Á. Gutiérrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (S. 251). PME.
  • Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y. & Hsieh, F.-J. (2021). Do cultural norms influence how teacher noticing is studied in different socio-cultural contexts? A focus on expert norms of dealing with students’ mathematical thinking. ZDM – Mathematics Education, 53, 165–179. https://doi.org/10.1007/s11858-020-01197-z
  • Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y. & Hsieh, F.-J. (2021). Expert norms for dealing with students’ mathematical thinking in different cultures. In M. Imprasitha, N. Changsri & N. Boonsena (Hrsg.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (S. 227–235). PME.