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International comparisons of mathematics classrooms and curricula: the validity-comparability compromise
conference contribution
posted on 2012-01-01, 00:00 authored by D Clarke, L Wang, Lihua XuLihua Xu, E Aizikovitsh-Udi, Y CaoThe pursuit of commensurability in international comparative research by imposing general classificatory frameworks can misrepresent valued performances, school knowledge and classroom practice as these are actually conceived by each community and sacrifice validity in the interest of comparability. The “validity-comparability compromise” is proposed as a theoretical concern with significant implications for international cross-cultural research. We draw on current international research to illustrate a variety of aspects of the issue and its consequences for the manner in which international research is conducted and its results interpreted. The effects extend to data generation and analysis and constitute essential contingencies on the interpretation and application of international comparative research.
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Event
International Group for the Psychology of Mathematics Education Conference (36th : 2012 : Taipei, Taiwan)Pagination
171 - 178Publisher
National Taiwan Normal UniversityLocation
Taipei, TaiwanPlace of publication
Taipei, TaiwanStart date
2012-07-18End date
2012-07-22ISSN
0771-100XLanguage
engPublication classification
E Conference publication; E1.1 Full written paper - refereedCopyright notice
2012, National Taiwan Normal UniversityEditor/Contributor(s)
T TsoTitle of proceedings
PME 36 : Opportunities to Learn in Mathematics Education : Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education 2012Usage metrics
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