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Article: Examining and understanding mathematics classroom instruction and possible contributing factors through a cross-national lens.(RESEARCH IN brief)
- Article from:
- School Science and Mathematics
- Article date:
- December 1, 2007
- Author:
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Copyright informationCOPYRIGHT 2007 School Science and Mathematics Association, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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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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