A comparative study of English and Hungarian mathematics teachers' beliefs and practices
Description: Funded by the British Council and the Hungarian Ministry of Culture, the project, by means of teacher surveys, interviews and lesson observations, aimed to understand how mathematics is construed and presented in the two countries' classrooms. Quantitative and qualitative analyses highlighted substantial differences reflecting deep-seated cultural perspectives on mathematics.
Relevant publications
Andrews, P. (2010). A comparison of Hungarian and English mathematics teachers' professional goals: Manifestations of implicit cultural expectations. In A. Gagatsis, T. Rowland, A. Panaoura & A. Stylianides (Eds.),* Mathematics education research at the University of Cyprus and the University of Cambridge: A symposium* (pp. 5-20). Lefkosia: School of Social Sciences and Sciences of Education, the University of Cyprus.
Andrews, P. (2007). The curricular importance of mathematics: A comparison of English and Hungarian teachers' espoused beliefs. *Journal of Curriculum Studies*, 39 (3), 317-338.
Andrews, P. (2003). Opportunities to learn in the Budapest mathematics classroom. *International Journal of Science and Mathematics Education*, 1 (2), 201-225.
Andrews, P., & Hatch, G. (2001). Hungary and its characteristic pedagogical flow. In J. Winter (Ed.), *Proceedings of the fifth British Congress for Mathematics Education (BCME5)* (Vol. 21, pp. 26-40). University of Keele: British Society for Research into Learning Mathematics.
Andrews, P., & Hatch, G. (2000). A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching.* Educational Studies in Mathematics,* 43 (1), 31-64. |