'Universidad de Alicante Servicio de Publicaciones'
Abstract
The potential of tasks to stimulate students’ mathematical thinking and the adequate use of this potential in instruction are prominent indicators for instructional quality. Since the assessment of a task’s potential depends on the aims of instruction, it may be argued that corresponding perspectives vary between cultural contexts. However, so far, this has not been systematically investigated in cross-cultural comparisons. In this study, we investigate whether Western (German; N=17) and East Asian (Taiwanese; N=19) professors of mathematics education have different perspectives on the potential of word problems for students’ learning and the use of this potential in instruction by means of vignettes from a cross-cultural research project. We illustrate how differences reflect cultural aspects of mathematics instruction.This study is part of the project TaiGer Noticing which is funded by the DFG – German Research Foundation (grant numbers DR 1098/1-1 and LI 2616/2-1) and the Ministry of Science and Technology (MOST, grant number 106-2511-S-003-027-MY3)
