- \n
- Develop methods to measure teacher noticing in a way that is valid across cultures<\/li>\n\n\n\n
- Make visible cultural norms that influence teacher noticing of aspects of instructional quality<\/li>\n\n\n\n
- Examine differences between an East Asian (Taiwan) and a Western (Germany) conception of “good” instruction<\/li>\n<\/ul>\n\n\n\n
Funding<\/strong><\/p>\n\n\n\n
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 \u2013 What is the role of cultural norms regarding aspects of instructional quality?
Since 2022: Own ressources<\/p>\n\n\n\nContext<\/strong><\/p>\n\n\n\n
The idea for the TaiGer Noticing project was born within research initiative Taiwanese-German Research Program on Cultural-Societal Influences on Mathematics Education<\/a><\/p>\n\n\n\n
Team members<\/strong><\/p>\n\n\n\n
- \n
- Josephine Paul<\/a><\/li>\n\n\n\n
- Prof. Dr. Anke Lindmeier<\/a><\/li>\n\n\n\n
- Prof. Dr. Anika Dreher<\/a>, PH Freiburg<\/li>\n<\/ul>\n\n\n\n
Publications<\/strong><\/p>\n\n\n\n
- \n
- Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2025<\/strong>). The role of experts\u2019 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.<\/li>\n\n\n\n
- Paul, J. F., Dreher, A., Wang, T.-Y., Hsieh, F.-J. & Lindmeier, A. (2024). Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning\u2014Contrasting Researchers\u2019 Perspectives from Germany and Taiwan. Journal f\u00fcr Mathematik-Didaktik. 45<\/em>, 14. <\/em>https:\/\/doi.org\/10.1007\/s13138-024-00237-5<\/a><\/li>\n\n\n\n
- Dreher, A., Wang, TY., Feltes, P., Hsieh, F.-J., & Lindmeier, A. (2024).\u00a0High-quality use of representations in the mathematics classroom \u2013 a matter of the cultural perspective?. ZDM Mathematics Education<\/em>.\u00a0https:\/\/doi.org\/10.1007\/s11858-024-01597-5<\/a><\/li>\n\n\n\n
- Dreher, A. & Lindmeier, A. (2023). Blicke auf Unterricht \u2013 Mathematikdidaktische Erwartungen in Taiwan [Perspectives on teaching \u2013 Expectations regarding mathematics education in Taiwan]. Journal f\u00fcr LehrerInnenbildung.<\/li>\n\n\n\n
- Paul, J. F., Dreher, A., Wang, T.-Y., Hsieh, F.-J., Hansen, L. & Lindmeier, A. (2023). Are experts\u2019 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\u201334). PME.<\/li>\n\n\n\n
- Lindmeier, A., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2022). The potential of tasks for mathematical learning and its use in instruction \u2013 Perspectives of experts from Germany and Taiwan. In C. Fern\u00e1ndez, S. Llinares, \u00c1. Guti\u00e9rrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (S. 139\u2013146). PME.<\/li>\n\n\n\n
- Wang, T.-Y., Dreher, A., Lindmeier, A. & Hsieh, F.-J. (2022).Perspectives of professors in mathematics education on fruit salad algebra \u2013 A comparison between Taiwan and Germany. In C. Fern\u00e1ndez, S. Llinares, \u00c1. Guti\u00e9rrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (S. 123\u2013130). PME.<\/span><\/li>\n\n\n\n
- Larrain, M., Paul, J., Lindmeier, A., Hsieh, F.-J., Wang, T.-Y. & Dreher, A. (2022). Fruit salad algebra \u2013 A comparison of experts and mathematics teachers noticing. In C. Fern\u00e1ndez, S. Llinares, \u00c1. Guti\u00e9rrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em> (S. 251). PME.<\/li>\n\n\n\n
- 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\u2019 mathematical thinking. ZDM \u2013 Mathematics Education, 53<\/em>, 165\u2013179. https:\/\/doi.org\/10.1007\/s11858-020-01197-z<\/a><\/li>\n\n\n\n
- Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y. & Hsieh, F.-J. (2021). Expert norms for dealing with students\u2019 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\u2013235).<\/em> PME.<\/li>\n<\/ul>\n\n\n\n
Contact<\/h3>\n\n\n
- Paul, J. F., Dreher, A., Wang, T.-Y., Hsieh, F.-J. & Lindmeier, A. (2024). Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning\u2014Contrasting Researchers\u2019 Perspectives from Germany and Taiwan. Journal f\u00fcr Mathematik-Didaktik. 45<\/em>, 14. <\/em>https:\/\/doi.org\/10.1007\/s13138-024-00237-5<\/a><\/li>\n\n\n\n
- Prof. Dr. Anke Lindmeier<\/a><\/li>\n\n\n\n
- Josephine Paul<\/a><\/li>\n\n\n\n
![\"JP\"](\"https:\/\/www.didmath.phil.fau.de\/files\/2021\/10\/josephine-e1772437052492.jpg\")
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