Article: Examining and understanding mathematics classroom instruction and possible contributing factors through a cross-national lens.(RESEARCH IN brief)

American classroom instruction has been dominated by a format and procedure almost unchanged for the past several decades (National Commission on Mathematics and Science Teaching for the 21st Century, 2000). The quality of mathematics classroom instruction had not been a major concern of policy makers and educators until it was compared to other educational systems (e.g., Silver, 1998). Especially with recent TIMSS classroom video studies, a teaching gap has been revealed between U.S. mathematics classrooms and classrooms in other education systems (Hiebert et al., 2003; Stigler & Hiebert, 1999, 2004). In particular, U.S. mathematics teachers tended to state the mathematical ...

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