Commonalities and differences between Chinese and Swedish elementary teachers’ noticing in third-grade mathematics classrooms
DOI:
https://doi.org/10.7146/nomad.v31i1.152311Keywords:
comparative study, elementary school, eastern and Western educational paradigm, mathematics teaching, teacher noticingAbstract
This study contributes to understanding mathematics teachers’ noticing based on teacher-selected moments through a case comparison of two third-grade mathematics teachers in China and two in Sweden. The data includes written and oral reflections, and students’ worksheets. A four-dimensional (mathematics, mathematics teaching, mathematics learning, and general pedagogy) coding framework was used to analyse commonalities and differences between the teachers’ noticing. The results revealed both commonalities but also important differences. The biggest differences were shown in mathematics teaching and general pedagogy. The study brings some first insights into Chinese and Swedish teachers’ noticing and provides practical implications on how teaching in the East and West can learn from each other.
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