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It reviews key models of culture, critiques curriculum models to show culture’s impact on expectations for children, and examines how culture shapes specific features of four European mathematics curricula. The paper links culturally grounded differences to classroom practice and calls for greater cultural acknowledgement in research framing, theorising, and reporting.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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TEACHING AND LEARNING RESEARCH  \nPaul Andrews  \nAbstract. In this paper, which is in four parts, I make a plea to those involved in research into mathematics teaching and learning of the need to acknowledge, however their work is framed, that it will be located in a culture, not always visible to a reader, that should be made explicit. In the first part I examine three key models of culture and their significance for education. In the second I further highlight the impact of culture on what children are expected by critiquing various models of curriculum. The third part examines how culture informs the particularities of four European mathematics curricula, while the fourth part explores culturally located differences in mathematics teaching. In so doing a plea to researchers is framed: Culture permeates all aspects of educational endeavour and should be acknowledged more explicitly than it is.  \nKeywords: Comparative education research, comparative curriculum analysis, comparative mathematics teaching, culture, mathematics education research.  \nIntroduction  \nFor nearly twenty years I have had the good fortune to have been funded to visit and observe, videotape and analyse, mathematics classrooms in a number of European countries. In so doing I have been drawn to the conclusion, as was the survey of mathematics and science opportunities team (Schmidt et al., 1996), that mathematics teachers in any country behave in ways that align them more closely with their compatriots than with teachers elsewhere. I have also concluded that aspects of the cultures in which teachers operate may have as much, if not more, influence on student achievement than the ways in which they conceptualise and present mathematics. For example, successive iterations of the programme of international student assessment (PISA) (OECD, 2001, 2004, 2007) have highlighted Finnish students' linguistic and mathematical competence. However, a number of internal commentators have indicated that such successes may be more a consequence of cultural factors than pedagogic excellence. Of these cultural factors, cultural homogeneity (Välijärvi et al, 2002) appears to play a significant role not least because it has made it “comparatively easy in Finland to reach mutual understanding on national education policy and the means for developing the education system”. (Välijärvi et al., 2002, p. 45) . Moreover, Finnish cultural homogeneity, born of frequently violent struggles between the Finnish people and oppressors from both east and west, has created a collective mindset not dissimilar to those of Japan and Korea (Simola, 2005) . In particular,“there is something archaic, something authoritarian, possibly even something eastern, in the Finnish culture and mentality” (Simola, 2005, p. 458) . This sense of the authoritarian collective finds resonance in the tradition that participation in Finnish cultural life has, since post-reformation times, been dependent on a public demonstration of reading competence, which was a precondition not only for receiving the sacraments but also for contracting a Christian marriage (Linnakylä, 2002) . Consequently, as Mason (2007, p. 167) notes,“given what we now know of the relationship between  \nThis paper is an expanded version of a keynote presentation given to the second Computer Algebra and Dynamic Geometry Systems in Mathematics Education (CADGME) conference at the University of Linz, Austria, in July 2009.  \nPublished: 1 June 2010.  \nlevels of parental education and the educational achievements of their children, it does not take a[social Darwinian perspective ...to](social Darwinian perspective ...to) realize the effect over centuries of a cultural practice that has meant that almost all children in Finland have been raised in families where both parents are literate”. In short, there is more than a little evidence that culture, at l","cbCaieiadHIIhiwH","https://ap.wps.com/l/cbCaieiadHIIhiwH","pdf",109532,14,"English","# Introduction\n## Culture and its role in education and mathematics\n## Methodological implications for research","[{\"question\":\"What is the paper’s main argument about culture and mathematics education research?\",\"answer\":\"The paper argues that research into mathematics teaching and learning must explicitly acknowledge that it is situated in a culture, because culture permeates educational endeavour and influences outcomes alongside pedagogy.\"},{\"question\":\"How does the paper describe culture’s effect on expectations for children?\",\"answer\":\"It highlights culture’s impact by critiquing different curriculum models, showing that what children are expected to learn and how learning is framed can reflect culturally located assumptions.\"},{\"question\":\"What does the paper examine regarding European mathematics curricula?\",\"answer\":\"It explores how culture informs the particularities of four European mathematics curricula and how culturally located differences shape mathematics teaching practices.\"}]","THE IMPORTANCE OF ACKNOWLEDGING THE CULTURAL DIMENSION IN MATHEMATICS TEACHING AND LEARNING RESEARCH - Volume 3 - Issue 2 - 2010 | PDF",1792065425,35]