Studying learners in intercultural contexts

Abstract

Researchers have increasingly recognized that learning mathematics is a cultural activity. At the same time, research aims, technological advances, and methodological techniques have diversified, enabling more detailed analyses of learners and learning to take place. Increased opportunities to study learners in different cultural, social and political settings have also become available, with ease of access to results of international benchmark testing online. Large-scale quantitative studies in the form of international benchmark tests like Trends in International Mathematics and Science Study (TIMSS), the Programme for International Student Assessment (PISA), and detailed multi-source (inc..