Skip to main content

Advertisement

SpringerLink
Log in

Learning from the Eastern and the Western debate: the case of mathematics teacher education

  • Original Article
  • Published:
ZDM Aims and scope Submit manuscript

Abstract

Comparative studies have gained significant influence in the last decades, and school systems of many countries have been revised referring to better results of other countries in international large-scale assessments. Authors of such studies commonly link their interpretations of the results to distinctions between “Eastern” and “Western” cultures, in particular with respect to the consistent and continuing outstanding performance of East Asian learners compared with their Western counterparts. One question is whether the same achievement pattern holds for future teachers and whether similar cultural differences may cause it. International Association for the Evaluation of Educational Achievement’s “Teacher Education and Development Study in Mathematics” (TEDS-M) was the first comparative study that focused on the outcomes of teacher education with standardised testing. In this paper—based on the TEDS-M results—commonalities and differences in the achievement of future teachers from Eastern and Western countries are explored and related to a cultural perspective. Cultural differences between Eastern and Western approaches concerning mathematics, mathematics education and mathematics teachers are analysed with respect to the achievement pattern. The paper closes with reflections on possible consequences concerning the development of teachers’ knowledge and teachers’ expertise in mathematics education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Alexander, R. (1999). Culture in pedagogy, pedagogy across cultures. In R. Alexander, P. Broadfoot, & D. Philips (Eds.), Learning from comparing: New directions in comparative educational research (Vol. 1, pp. 149–180). Oxford: Symposium Books.

    Google Scholar 

  • Alexander, R. (2000). Culture and pedagogy. International comparisons in primary education. Oxford: Blackwell.

    Google Scholar 

  • Blömeke, S., & Delaney, S. (2012). Assessment of teacher knowledge across countries: a review of the state of research. ZDM—The International Journal on Mathematics Education, 44(3), 223–248.

    Article  Google Scholar 

  • Blömeke, S., Hsieh, F.-J., Kaiser, G., & Schmidt, W. (2013). International perspectives on teacher knowledge, beliefs and opportunities to learn. Results from TEDS-M. New York: Springer (to appear).

  • Blömeke, S., Kaiser, G., & Lehmann, R. (Eds.). (2010). TEDS-M 2008. Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich. Münster: Waxmann.

    Google Scholar 

  • Blömeke, S., & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education, 24(4), 2027–2037.

    Article  Google Scholar 

  • Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.

    Article  Google Scholar 

  • Cai, J., Wang, T., Wang, N., & Garber, T. (2009). Studying effective teaching from teacher’s perspective: The journey has just begun. In J. Cai, G. Kaiser, B. Perry, & N.-G. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies (pp. 305–317). Rotterdam: Sense Publishers.

    Google Scholar 

  • Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The cultural dimension of beliefs: An investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM—The International Journal on Mathematics Education, 44(3), 355–366.

    Article  Google Scholar 

  • Goncalo, J. A., & Staw, B. M. (2006). Individualism—collectivism and group creativity. Organizational Behavior and Human Decision Processes, 100, 96–109.

    Article  Google Scholar 

  • Griesel, H. (1974). Überlegungen zur Didaktik der Mathematik als Wissenschaft. Zentralblatt für Didaktik der Mathematik, 6, 115–119.

    Google Scholar 

  • Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematik-Didaktik, 19, 3–45.

    Google Scholar 

  • Hattie, J. (2012). Visible learning for teachers. Maximizing impact on learning. Milton Park: Routledge.

    Google Scholar 

  • Henrici, P. (1974). Computational complex analysis. Proceedings Symposium Applied Mathematics, 20, 79–86.

    Article  Google Scholar 

  • Hilker, F. (1962). Vergleichende Pädagogik. Eine Einführung in ihre Geschichte, Theorie und Praxis. München: Hueber.

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hofstede, G. (2001). Culture’s consequences—comparing values, behaviors, institutions and organizations across nations. Thousand Oaks: Sage.

    Google Scholar 

  • House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership and organisations: The GLOBE study of 62 societies. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Hudson, B., & Meyer, M. A. (2011). Beyond fragmentation: Didactics, learning and teaching in Europe. Opladen: Barbara Budrich.

    Google Scholar 

  • Husén, T. (1983). Are standards in U.S. schools really lagging behind those in other countries? Phi Delta Kappan, 64, 455–461.

    Google Scholar 

  • Kaiser, G. (2002). Educational philosophies and their influences on mathematics education—an ethnographic study in English and German classrooms. ZDM—Zentralblatt für Didaktik der Mathematik, 34(6), 241–256.

    Article  Google Scholar 

  • Kaiser, G., Hino, K., & Knipping, C. (2006). Mathematics education in different cultural traditions—a comparative study of the East Asia and the West. The 13th ICMI Study (pp. 319–351). New York: Springer.

  • Kaiser, G., & Li, Y. (2011). Reflections and future prospects. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction. An international perspective (pp. 343–353). New York: Springer.

    Chapter  Google Scholar 

  • Kaiser, G., & Vollstedt, M. (2007). Teachers’ views on effective mathematics teaching: Commentaries from a European perspective. ZDM—The International Journal on Mathematics Education, 39(4), 341–348.

    Article  Google Scholar 

  • Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organization. Research in Organizational Behaviour, 10, 169–211.

    Google Scholar 

  • Kawanaka, T., Stigler, J. W., & Hiebert, J. (1999). Studying mathematics classrooms in Germany, Japan, and the United States: Lessons from TIMSS Videotape Study. In G. Kaiser, E. Luna, & I. Huntley (Eds.), International comparisons in mathematics education (pp. 86–103). London: Falmer Press.

    Google Scholar 

  • Klein, F. (1905). Elementary mathematics from an advanced standpoint (Vol. 1). Berlin: Julius Springer.

  • Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35–51.

    Article  Google Scholar 

  • Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions—a comparative study of East Asia and the West. The 13th ICMI Study (pp. 21–46). New York: Springer.

  • Leung, F. K. S., Graf, K.-D., & Lopez-Real, F. J. (Eds.). (2006). Mathematics education in different cultural traditions—a comparative study of East Asia and the West. New York: Springer.

    Google Scholar 

  • Leung, F. K. S., & Park, K. M. (2002). Competent students, competent teachers? International Journal of Educational Research, 37(2), 113–129.

    Article  Google Scholar 

  • Li, Y., & Huang, R. (Eds.). (2013). How Chinese teach mathematics and improve teaching. New York: Routledge.

    Google Scholar 

  • Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China—a prototype of expertise in teaching mathematics. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction. An international perspective (pp. 167–195). New York: Springer.

    Chapter  Google Scholar 

  • Li, Y., & Kaiser, G. (Eds.). (2011). Expertise in mathematics instruction. An international perspective. New York: Springer.

    Google Scholar 

  • Martzloff, J.-C. (2000). Chinese mathematical astronomy. In H. Selin & U. D’Ambrosio (Eds.), Mathematics across cultures (pp. 373–407). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results on in mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • Nebres, B. F. (2006). Philippine perspectives on the ICMI Comparative Study. In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions—a comparative study of East Asia and the West (pp. 277–284). New York: Springer.

    Chapter  Google Scholar 

  • OECD. (2009). Creating effective teaching and learning environments. First results from TALIS. Paris: OECD.

    Google Scholar 

  • OECD (2010). PISA 2009 results: What students know and can do—student performance in reading, mathematics and science (Vol. I). Paris: OECD.

  • Pepin, B. (1999). Existing models of knowledge in teaching: developing an understanding of the Anglo/American, the French and the German scene. In B. Hodgson, F. Buchberger, P. Kansanen, & H. Seel (Eds.), Didaktik/Fachdidaktik as science(s) of the teaching profession? (pp. 49–66). Umea: TNTEE Editorial Office.

    Google Scholar 

  • Postlethwaite, T. N. (Ed.). (1988). The encyclopedia of comparative education and national systems of education. Oxford: Pergamon.

    Google Scholar 

  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan.

    Google Scholar 

  • Russ, R. S., Sherin, B., & Sherin, M. G. (2011). Images of expertise in mathematics teaching. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction. An international perspective (pp. 41–60). New York: Springer.

    Chapter  Google Scholar 

  • Sadler, M. (1964). How far can we learn anything of practical value from the study of foreign systems of education? Comparative Education Review, 7, 307–314. Reprinted from Surrey Advertiser, December 1, 1900.

  • Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York: Teachers College Press.

    Google Scholar 

  • Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1–94.

    Article  Google Scholar 

  • Schoenfeld, A. (2011). How we think. A theory of goal-oriented decision making and its educational applications. New York: Routledge.

    Google Scholar 

  • Senk, S., Tatto, M. T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative study. ZDM—The International Journal on Mathematics Education, 44(3), 307–324.

    Article  Google Scholar 

  • Sfard, A. (1991). On the dual nature of mathematical concepts: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36.

    Article  Google Scholar 

  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 3–36). New York: Macmillan.

    Google Scholar 

  • Siu, M. K. (2009a). The algorithmic and dialectic aspects in proof and proving. In F.-L. Lin, F. J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics education. ICMI Study 19 Conference Proceedings (Vol. 2, pp. 160–165). Taiwan: National Taiwan Normal University.

    Google Scholar 

  • Siu, M. K. (2009b). Mathematics education in East Asia from antiquity to modern times. In K. Bjarnadottir, F. Furinghetti, & G. Schubring (Eds.), Dig where you stand: Proceedings of the Conference on On-going Research in the History of Mathematics Education, Gardabaer, 2009 (pp. 197–208). Reykjavík: School of Education of University of Iceland.

    Google Scholar 

  • Stigler, J. W., & Perry, M. (1988). Cross cultural studies of mathematics teaching and learning: Recent findings and new directions. In D. A. Grouws, T. J. Cooney, & D. Jones (Eds.), Perspectives on research on effective mathematics teaching (pp. 194–223). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.

    Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., et al. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.

    Google Scholar 

  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (S.127–146). New York: Macmillan.

  • Thut, I. N., & Adams, D. (1964). Educational patterns in contemporary societies. New York: McGraw-Hill.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism and collectivism. San Francisco, CA: Westview Press.

    Google Scholar 

  • Vieluf, S., & Klieme, E. (2011). Cross-nationally comparative results on teachers qualification, beliefs, and practices. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 295–326). New York: Springer.

    Chapter  Google Scholar 

  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rycen & L. H. Salgnik (Eds.), Defining and selecting key competencies (pp. 45–66). Göttingen: Hogrefe.

    Google Scholar 

  • Wong, N. Y. (2004). The CHC learner’s phenomenon: Its implications on mathematics education. In L. Fan, N.-Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics. Perspectives from insiders (pp. 503–534). New Jersey: World Scientific.

    Chapter  Google Scholar 

  • Wong, N.-Y., Wong, W. Y., & Wong, E. W. Y. (2012). What do the Chinese value in (mathematics) education. ZDM—The International Journal on Mathematics Education, 44(1), 9–19.

    Article  Google Scholar 

  • Yamazaki, Y. (2005). Learning styles and typologies of cultural differences: A theoretical and empirical comparison. International Journal of Intercultural Relations, 29, 521–548.

    Article  Google Scholar 

  • Yang, X. (2010). Conception and characteristics of expert mathematics teachers in Mainland China. Unpublished PhD thesis, University of Hong Kong. To be published by Springer Spektrum.

  • Zhao, Y. (2005). Increasing math and science achievement: The best and worst of the East and West. Phi Delta Kappan, 87(3), 219–222.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

  2. Humboldt University of Berlin, Berlin, Germany

    Sigrid Blömeke

Authors
  1. Gabriele Kaiser
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sigrid Blömeke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sigrid Blömeke.

Additional information

Extended and revised version of a paper published as: Kaiser, G. & Blömeke, S. (2010). What the Eastern and the Western Debate Can Learn from Each Other Using the Case of Mathematics Teacher Education. In Y. Shimizu, Y. Sekiguchi & K. Hino (Eds.), Proceedings of the 5th East Asia Regional Conference on Mathematics Education (EARCOME5), Vol. 1 (pp. 1–13). Tokyo: Japan Society of Mathematical Education.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kaiser, G., Blömeke, S. Learning from the Eastern and the Western debate: the case of mathematics teacher education. ZDM Mathematics Education 45, 7–19 (2013). https://doi.org/10.1007/s11858-013-0490-x

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11858-013-0490-x

Keywords

Search

Navigation