Quality teaching of mathematics: Common threads and cultural differences

Abstract

It is well established that Asian students achieve highly in international monitoring tests such as PISA and TIMMS. This finding has led to a considerable interest in identifying factors that contribute towards this performance, including teaching approaches. Two lessons observed in Chinese schools are analysed using the framework provided by the AAMT Standards and the New South Wales model of Quality Teaching. The lessons observed shared many of the characteristics identified as exemplary mathematics teaching in the Australian context, although there were also some differences attributable to the cultural context. The implications of these findings for Australian teachers are discussed.