Comparing Teaching Practices in Mathematics Classrooms Across Cultures: Examples From the United Kingdom and Macau

• In Event: AERA Poster Session 10
  In Poster Session: Applications of the Rasch Measurement Model

Abstract

The paper demonstrates the construction and validation of a Connectionist (student-centred) Teaching Scale for Macau mathematics classroom. It also establishes cross-national comparability for perceived pedagogy between the U.K. (N=1746) and Macau context (N=419). Measure validation with Rasch Model revealed that transmissionist and connectionist teaching practises could not be scaled in one continuum for the Macau classrooms (as previously shown for the U.K.). Differential item functioning with the ‘connectionist’ teaching scale, showed that certain practices are more likely to occur differently in the two contexts. Further statistical analysis with the measure revealed gender differences. The U.K. students’ perception of connectionist teaching was significantly higher than that of Macau students, while Macau students’ perception decreased as they progressed through secondary school.

Authors

• Ka Hei Lei, University of Manchester

• Maria Pampaka, University of Manchester