Developments in International Comparative Research in Mathematics Education: Problematising Cultural Explanations
Developments in International Comparative Research in Mathematics Education: Problematising Cultural Explanations
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数学教育国际比较研究的进展：文化解释问题
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
D. Clarke
中科院分区：
文献类型：
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作者：
D. Clarke
在这项 ICMI 研究的讨论文件中指出，“对于这项研究来说，文化本质上是指价值观和信仰。” ICMI 研究与其他研究的不同之处在于，“它特别关注比较不同环境下的实践，并试图从文化传统的角度解释这些不同的实践。”讨论文件明确指出，ICMI 研究“仅限于选定的文化传统”，然后认为“那些基于东亚和西方的研究似乎特别有希望进行比较。”在对东亚和西方数学教育文化传统进行比较时，ICMI 研究“不仅仅涉及地理区域”。相反，“一方面是中国/儒家传统，另一方面是希腊/拉丁/基督教传统”。通过以这种方式进行比较，ICMI 研究似乎假设学校系统可以与一种“文化传统”或另一种“文化传统”保持一致，因此存在过于简单化情况的风险。本文广泛回顾了数学教育领域的国际比较研究，对观察到的差异和相似之处的文化解释提出了问题。
In the Discussion Paper for this ICMI study, it is stated, “For this study, culture refers essentially to values and beliefs.” The ICMI Study is distinguished from other studies “in that it is specifically concerned with comparing practices in different settings and with trying to interpret these different practices in terms of cultural tradition.” The Discussion Paper makes it clear that the ICMI study is “limited to only a selection of cultural traditions” and then argues that “Those based in East Asia and the West seem particularly promising for comparison.” In invoking a comparison between East-Asian and Western cultural traditions of mathematics education, the ICMI Study does not “merely refer to geographic areas.” Instead, a comparison is made between the “Chinese/Confucian tradition on one side, and the Greek/Latin/Christian tradition on the other.” By framing the comparison in this way, the ICMI Study is at risk of oversimplifying the situation by appearing to assume that school systems can be aligned with one ‘cultural tradition’ or the other. This paper draws on an extensive review of international comparative research in mathematics education to problematise cultural explanations of observed differences and similarities.