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Institut für Mathematik Lehrstuhl für Didaktik der Mathematik Titel der Dissertation Using Video Study to Investigate Eighth-grade Mathematics Classrooms in Vietnam Dissertation Zur Erlangung des akademischen Grades “doctor rerum naturalium” (Dr rer nat.) in der Wissenchaftsdiziplin “Mathematikdidaktik” eingereicht an der Mathematisch-Naturwissenchaftlichen Fakultät der Universität Potsdam Von Vu Dinh Phuong Potsdam, den 05.2014 Vorsitzender: apl Prof Dr Christine Böckmann Universität Potsdam, Deutschland Gutachter: Prof Dr Thomas Jahnke (Betreuer) Universität Potsdam, Deutschland Gutachter: Prof Dr Hans-Georg Weigand Universität Würzburg, Deutschland Gutachter: Prof Dr Nguyen Ba Kim Hanoi National University of Education, Vietnam Tag der Verteidigung: 04.12.2014 Published online at the Institutional Repository of the University of Potsdam: URL http://opus.kobv.de/ubp/volltexte/2014/7246/ URN urn:nbn:de:kobv:517-opus-72464 http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-72464 Zusammenfassung Das International Project for the Evaluation of Educational Achievement (IEA) wurde in den 1950er Jahren gegründet Seitdem führte das IEA viele Studien in Bereich mathematischer Bildung durch, insbesondere die First International Mathematics Study (FIMS) im Jahre 1964, die Second International Mathematics Study (SIMS) in den Jahren 1980–1982 und eine Reihe von Studien, die mit der Third International Mathematics and Science Study (TIMSS) begann und seit 1995 alle vier Jahre durchgeführt wird Nach Stigler et al (1999) erreichten US-amerikanische Studenten bei FIMS und SIMS niedrigere Ergebnisse als Schüler anderer Länder (S 1) Daher wurde TIMSS 1995 erweitert um eine ‘Videotape Classroom Study’ mit dem Ziel, „mehr über die unterrichtlichen und kulturellen Prozesse, die mit Leistung zusammenhängen“, zu erfahren (S 1; Übersetzung vom engl Original) Von den Ergebnissen der TIMMS 1995 Video Study ausgehend verglichen Stigler und Hiebert (1999) Unterricht mit „Gebirgszügen, die die Wasseroberfläche durchstoßen“, womit sie ausdrücken sollten, was die Bergspitzen sichtbar, große Teile des Gebirges aber unter dem Wasser verborgen sind (S 73–78; Übersetzung vom engl Original) Durch die wiederholte Analyse videographierter Unterrichtsstunden aus Deutschland, Japan und den USA entdeckten sie, dass „die Arten des Unterrichts innerhalb jedes Landes von Stunde zu Stunde ähnlich sind Zumindest gibt es bestimmte wiederkehrende Aspekte, welche für viele Stunden eines Landes typisch sind und die Stunden gegenüber anderen Ländern abgrenzen“ (S 77f.) Sie entdeckten außerdem, dass Unterricht eine „kulturelle Aktivität“ ist, Unterrichtsarten also „verstanden werden müssen in Relation zu den kulturellen Überzeugungen und Annahmen, die sie umgeben“ (S 85, 88) Hierauf aufbauend war es ein Ziel der Dissertation, kulturelle Aspekte des Mathematikunterricht zu untersuchen und die Ergebnisse mit Mathematikunterricht in Vietnam zu vergleichen Ein weiteres Ziel war die Erhebung der Charakteristika vietnamesischen Mathematikunterricht durch eine Videostudie in Vietnam und der anschließende Vergleich dieser Charakteristika mit denen anderer Länder Im Einzelnen befasste sich diese Dissertation mit den folgenden Forschungszielen: Untersuchung der Charakteristika von Lehren und Lernen in unterschiedlichen Kulturen und vorläufiger Vergleich der Resultate mit dem Lehren und Lernen von Mathematik in Vietnam Einführung der TIMSS und der TIMSS Video Study und der methodologischen Vorteile von Videostudien für die Untersuchung von Mathematikunterricht in Vietnam Durchführung der Videostudie in Vietnam, um Unterrichtsskripte des Mathematikunterrichts in Klassen in Vietnam zu identifizieren Vergleich ausgewählter Aspekte des Mathematikunterrichts in Vietnam mit denen anderer Länder auf der Grundlage der Videostudie in Vietnam und Diskussion von Ähnlichkeiten und Unterschieden zwischen Ländern Untersuchung der Herausforderungen für eine Innovation der Unterrichtsmethoden im Mathematikunterricht Vietnams Diese Dissertation entstand in der Hoffnung, dass sie eine nützliche Referenz für Lehramtsstudenten zum Verständnis der Natur des Unterrichts und zur Entwicklung der eigenen Lehrerpersönlichkeit darstellen möge ABSTRACT The International Project for the Evaluation of Educational Achievement (IEA) was formed in the 1950s (Postlethwaite, 1967) Since that time, the IEA has conducted many studies in the area of mathematics, such as the First International Mathematics Study (FIMS) in 1964, the Second International Mathematics Study (SIMS) in 1980-1982, and a series of studies beginning with the Third International Mathematics and Science Study (TIMSS) which has been conducted every years since 1995 According to Stigler et al (1999), in the FIMS and the SIMS, U.S students achieved low scores in comparison with students in other countries (p 1) The TIMSS 1995 “Videotape Classroom Study” was therefore a complement to the earlier studies conducted to learn “more about the instructional and cultural processes that are associated with achievement” (Stigler et al., 1999, p 1) The TIMSS Videotape Classroom Study is known today as the TIMSS Video Study From the findings of the TIMSS 1995 Video Study, Stigler and Hiebert (1999) likened teaching to “mountain ranges poking above the surface of the water,” whereby they implied that we might see the mountaintops, but we not see the hidden parts underneath these mountain ranges (pp 73-78) By watching the videotaped lessons from Germany, Japan, and the United States again and again, they discovered that “the systems of teaching within each country look similar from lesson to lesson At least, there are certain recurring features [or patterns] that typify many of the lessons within a country and distinguish the lessons among countries” (pp 77-78) They also discovered that “teaching is a cultural activity,” so the systems of teaching “must be understood in relation to the cultural beliefs and assumptions that surround them” (pp 85, 88) From this viewpoint, one of the purposes of this dissertation was to study some cultural aspects of mathematics teaching and relate the results to mathematics teaching and learning in Vietnam Another research purpose was to carry out a video study in Vietnam to find out the characteristics of Vietnamese mathematics teaching and compare these characteristics with those of other countries In particular, this dissertation carried out the following research tasks: Studying the characteristics of teaching and learning in different cultures and relating the results to mathematics teaching and learning in Vietnam Introducing the TIMSS, the TIMSS Video Study and the advantages of using video study in investigating mathematics teaching and learning Carrying out the video study in Vietnam to identify the image, scripts and patterns, and the lesson signature of eighth-grade mathematics teaching in Vietnam Comparing some aspects of mathematics teaching in Vietnam and other countries and identifying the similarities and differences across countries Studying the demands and challenges of innovating mathematics teaching methods in Vietnam – lessons from the video studies Hopefully, this dissertation will be a useful reference material for pre-service teachers at education universities to understand the nature of teaching and develop their teaching career ACKNOWLEDGEMENTS First of all, I would like to thank the Vietnamese Ministry of Education and Training (MOET) and the Vietnamese Government for giving me a four-year scholarship to study at Potsdam University in the Federal Republic of Germany I would like to thank Hanoi National University of Education for allowing me to study abroad I would especially like to thank my supervisor, Prof Dr Thomas Jahnke, for his support and help during the time I have lived and studied in Potsdam, Germany I am very thankful to Prof Dr Thomas Jahnke for his supervision of my research He introduced to me the Program for International Student Assessment (PISA) and the Third International Mathematics and Science Study (TIMSS) with which I was not familiar before coming to Germany He introduced to me some very useful books and other documents which played an important role in my research He created the opportunity for me to attend the seminars at Potsdam University, especially the 37th Conference of the International Group for the Psychology of Mathematics Education (PME) He also created the opportunity for me to present in the seminars of the Group of Mathematics Didactics of Potsdam University and gave me a lot of valuable instructions, suggestions, and comments for my dissertation I would like to thank Dr Axel Brückner, Dr Peter Ackermann, and Dr David Kollosche (Institute of Mathematics, Potsdam University) for helping me to contact the secondary schools in which I observed mathematics teaching and learning in Potsdam, Germany, and for giving me useful feedback on my dissertation (Institute of Mathematics, Potsdam University) for listening to my reports and giving me useful suggestions in the seminars I would like to thank Mrs Silke Biebeler, Secretary of the Group of Mathematics Didactics in Potsdam University, for her administrative help during the time I studied in Germany I would like to thank Dr Axel Brückner, Mrs Katja Kaganova, and Dr David Kollosche at the Institute of Mathematics, and Mrs Claudia Rößling at the Potsdam University Welcome Center They helped me immensely in dealing with the difficulties of everyday life in Germany I am very thankful to Prof Dr Nguyen Ba Kim (Faculty of Mathematics and Informatics, Hanoi National University of Education) for introducing me to Prof Dr Thomas Jahnke He also gave me a lot of instructions, support and help when I studied at Potsdam University I am very thankful to Prof Dr Bui Van Nghi (Faculty of Mathematics and Informatics, Hanoi National University of Education) and the Group of Mathematics Education in the Faculty of Mathematics and Informatics at Hanoi National University of Education for the help and the support provided during the time I studied in Germany I would like to thank Dr Le Tuan Anh and Dr Nguyen Phuong Chi (Faculty of Mathematics and Informatics, Hanoi National University of Education) for their help and guidance before and during my time in Germany I would like to thank Prof Dr Vuong Duong Minh (Hanoi capital), Mr Vuong Duc Tho (Hanoi capital), the Education and Training Office of Sam Son town, my sister Mrs Vu Thi Suat (Sam Son town, Thanh Hoa province) and her friends: Mrs Luu Thi Luan (Thach Thanh district, Thanh Hoa province), Mrs Hoang Thi Dinh (Hoang Hoa district, Thanh Hoa province), Mr Trinh Van Suy (Thieu Hoa district, Thanh Hoa province), Mrs Vu Thi Ha (Hau Loc district, Thanh Hoa province), Mrs Le Thi Luyen (Trieu Son district, Thanh Hoa province), Mrs Nguyen Thi Son (Quang Xuong district, Thanh Hoa province), Mr Pham Van Ninh (Tinh Gia district, Thanh Hoa province), Mr Nghiem Duc Huu (Nga Son district, Thanh Hoa province), Mrs Nguyen Thi Tuat (Education and Training Service of Nghe An province), and Mr Dinh Van Thanh (Vinh University, Nghe An province) for helping me contact the secondary schools in Vietnam in which I videotaped the eighth-grade mathematics lessons I would like to thank the principals, teachers, and students of the secondary schools in which I videotaped and observed the mathematics lessons in Potsdam, Germany and in Vietnam I could not have done anything without their agreement to participate in my research I would like to thank Dr Anne Popiel for proofreading my dissertation She helped me to express my ideas in the dissertation perfectly Thanks to all of my German, Vietnamese and international friends living in Potsdam and Berlin for their moral support and friendship during the time I lived in Potsdam Last but not least, I am very thankful to my family for their endless love They have always encouraged me through all the difficulties of my life and research I have dedicated my best efforts to my studies over these years in Germany to reflect their love and fulfill their expectations Potsdam, May 2014 Vu Dinh Phuong TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES, EXHIBITS, IMAGES, AND FIGURES INTRODUCTION 15 RESEARCH PURPOSE AND RESEARCH METHODS 19 CHAPTER TEACHING AND LEARNING IN DIFFERENT CULTURES 23 1.1 Culture and cultural activity 23 1.1.1 Culture 23 1.1.2 Three levels of culture 24 1.1.3 Cultural activity 25 1.1.4 Relating mathematics teaching and learning to culture 26 1.2 Mathematics teaching and learning in different cultures 27 1.2.1 Mathematics teaching and learning in Individualistic and Collectivistic cultures 28 1.2.2 Mathematics teaching and learning in different Power Distance cultures 33 1.3 The benefits of studying mathematics teaching and learning in different cultures 36 1.4 Summary 37 CHAPTER THE THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY - TIMSS 39 2.1 The First International Mathematics Study (FIMS) and the Second International Mathematics Study (SIMS) 39 2.1.1 The history of the International Project for the Evaluation of Educational Achievement (IEA) 39 2.1.2 The First International Mathematics Study (FIMS) 40 2.1.3 The Second International Mathematics Study (SIMS) 40 2.2 The Third International Mathematics and Science Study (TIMSS) 42 2.2.1 Overview of the TIMSS 42 2.2.2 The purpose and focus of the TIMSS 42 2.2.3 The TIMSS test questions and questionnaires 43 2.2.4 Some findings of the TIMSS 45 2.3 Comparing the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) in Mathematics and Science 49 2.4 Summary 52 CHAPTER THE TIMSS VIDEO STUDY 53 3.1 Video study – one research method in mathematics education 53 3.2 The advantages of using video study in investigating mathematics education 55 3.3 The disadvantages of using video study in investigating mathematics education and how to overcome these disadvantages 58 3.4 The TIMSS Video Study 61 3.4.1 The purpose of the TIMSS Video Study 61 3.4.2 Methodology and procedure of the TIMSS Video Study 62 3.4.3 Some findings of the TIMSS Video Study 64 3.5 Some aspects that researchers have already investigated in the TIMSS Video Study and other video studies 69 3.6 Summary 72 CHAPTER USING VIDEO STUDY TO INVESTIGATE EIGHTH-GRADE MATHEMATICS TEACHING AND LEARNING IN VIETNAM 73 4.1 Vietnamese education system and the purpose of video study in Vietnam 73 4.1.1 Vietnamese education system 73 4.1.2 The purpose of video study in Vietnam 75 4.2 Methodology and procedure 79 4.2.1 Make plans for data collection 79 4.2.2 Data collection procedure 83 4.2.3 Data coding 85 4.2.4 Data analysis 87 4.3 The coding results 89 4.3.1 Time of the lesson (LES) 89 4.3.2 Pattern of Public/Private Classroom Interaction (CI) 89 4.3.3 Content Activity Codes 94 4.3.4 Content Occurrence Codes 107 4.3.5 Resources used during the lesson 109 4.3.6 Purpose of different lesson segments 111 4.3.7 Percentage of lesson time teacher and students participated in lessons 116 4.3.8 Vietnamese eighth-grade mathematics lesson signature 119 4.3.8.1 What is the lesson signature? 119 4.3.8.2 The lesson signature for Vietnam 120 4.4 Summary 123 CHAPTER MATHEMATICS TEACHING IN DIFFERENT COUNTRIES 125 5.1 Introducing the TIMSS 2007 and 2011 Video Studies in Indonesia 125 5.2 Eighth-grade mathematics teaching cross-country comparisons 126 5.2.1 Lesson times 126 5.2.2 Percentage of lesson time spent studying mathematics 127 5.2.3 Time spent on problems and non-problems 128 5.2.4 Time devoted to independent, concurrent, and answered-only problems 129 5.2.5 Average number of independent problems solved in the eighth-grade mathematics lesson and average time spent to solve each independent problem 131 5.2.6 The purpose of different lesson segments 132 5.2.7 Classroom interaction 135 5.2.8 Some special segments in the lessons 137 5.2.8.1 Assignment of homework 137 5.2.8.2 Goal statements 138 5.2.8.3 Lesson summary statements 139 5.2.8.4 Outside interruptions 140 5.2.9 Images of mathematics teaching in Germany, Japan, the United States, and Vietnam 142 5.2.10 Patterns of mathematics teaching in Germany, Japan, the United States, and Vietnam 153 5.2.11 The lesson signature in eight countries 155 5.3 Summary 160 CHAPTER THE DEMANDS AND CHALLENGES OF INNOVATING MATHEMATICS TEACHING METHODS IN VIETNAM – LESSONS FROM THE VIDEO STUDIES 161 6.1 The demands and orientation of innovating mathematics teaching methods in Vietnam 161 6.2 The challenges of innovating mathematics teaching methods in Vietnam 165 6.2.1 Elements influencing mathematics teaching and learning in Vietnam – extracted from the video study 167 6.2.1.1 Teachers’ professional qualifications and teaching methods 167 6.2.1.2 Students’ knowledge and attitude 168 6.2.1.3 Environments inside and outside the classroom 169 6.2.1.4 The culture 169 6.2.2 The difficulties in innovating mathematics teaching methods in Vietnam 171 6.3 Summary 176 CHAPTER CONCLUSION AND FURTHER STUDIES 177 7.1 Conclusion 177 7.2 Proposals for further studies 182 7.2.1 Conducting the video study on mathematics teaching and learning in the eighth grade on a large scale in Vietnam 182 7.2.2 Conducting the video study to investigate mathematics teaching and learning in upper secondary schools in Vietnam and comparing the results of this video study with the video study in lower secondary schools above to find out the similarities and differences between mathematics teaching and learning in Vietnamese lower secondary and upper secondary education 183 7.2.3 Instructing pedagogy students in the Faculty of Mathematics and Informatics at Hanoi National University of Education to conduct their own video study on a small scale 184 7.3 Summary 185 REFFERENCES 187 APPENDIX A Random selection methods 194 APPENDIX B Questionnaires in Vietnamese 196 APPENDIX C Transcriptions of coding Classroom Interaction and Content Activities 217 APPENDIX D Results of coding – Time of the lesson (LES) 244 APPENDIX E Results of coding – Patterns of Public/Private Classroom Interaction (CI) 245 APPENDIX F Results of coding – Content Activities 252 APPENDIX G Results of coding – Purpose of different lesson segments 260 APPENDIX H Results of coding – Pedagogical Features 264 APPENDIX I Results of coding – Resources used during the lesson 265 APPENDIX K Results of coding – Teacher and students participated in CI1 and CI2 266 APPENDIX L Percentage of Vietnamese lessons marked at each 10 percent interval of the lessons 273 CPSU CPSW CPCW NP CPSU CPSW CPCW NP 0:06:24 0:07:55 0:14:30 0:28:53 0:33:20 0:34:33 0:39:43 0:47:50 0:07:55 0:14:30 0:28:53 0:33:20 0:34:33 0:39:43 0:47:50 0:48:05 0:01:31 0:06:35 0:14:23 0:04:27 0:01:13 0:05:10 0:08:07 0:00:15 0:48:04 26 HN.CG3 IP1 0:00:13 MO 0:13:15 AO a 0:13:45 MO 0:16:17 IP2 0:17:44 IP3 0:24:35 IP4 0:26:14 MO 0:39:22 NP 0:40:43 0:13:15 0:13:45 0:16:17 0:17:44 0:24:35 0:26:14 0:39:22 0:40:43 0:41:47 0:13:02 0:00:30 0:02:32 0:01:27 0:06:51 0:01:39 0:13:08 0:01:21 0:01:04 0:41:34 27 HN.CG4 CPSU 0:00:01 CPSW 0:00:56 CPCW 0:07:52 CPSW 0:09:02 CPCW 0:14:43 CPSW 0:18:20 CPSU 0:20:08 CPSW 0:20:27 CPCW 0:27:49 MO 0:29:44 CPCW 0:30:17 CPSW 0:35:11 CPCW 0:41:07 CPSW 0:41:36 CPCW 0:43:19 0:00:56 0:07:52 0:09:02 0:14:43 0:18:20 0:20:08 0:20:27 0:27:49 0:29:44 0:30:17 0:35:11 0:41:07 0:41:36 0:43:19 0:46:22 0:00:55 0:06:56 0:01:10 0:05:41 0:03:37 0:01:48 0:00:19 0:07:22 0:01:55 0:00:33 0:04:54 0:05:56 0:00:29 0:01:43 0:03:03 0:46:21 259 APPENDIX G Results of coding – Purpose of different lesson segments Lessons TH.TG P1 P2 P3 P2 P3 Beginning End Time 0:00:20 0:03:06 0:16:20 0:18:36 0:31:53 0:03:06 0:16:20 0:18:36 0:31:53 0:44:13 0:02:46 0:13:14 0:02:16 0:13:17 0:12:20 0:43:53 0:00:16 0:05:16 0:21:41 0:05:16 0:21:41 0:48:25 0:05:00 0:16:25 0:26:44 0:48:09 TH.HH P1 0:00:05 P2 0:04:22 P3 0:34:09 0:04:22 0:34:09 0:47:21 0:04:17 0:29:47 0:13:12 0:47:16 TH.TT P1 P2 P3 0:00:15 0:01:45 0:12:08 0:01:45 0:12:08 0:42:29 0:01:30 0:10:23 0:30:21 0:42:14 TH.NS1 P1 0:00:01 P2 0:00:39 P3 0:26:42 0:00:39 0:26:42 0:47:36 0:00:38 0:26:03 0:20:54 0:47:35 0:00:19 0:51:26 0:51:07 0:00:32 0:04:30 0:19:35 0:04:30 0:19:35 0:55:23 0:03:58 0:15:05 0:35:48 0:54:51 0:00:12 0:03:54 0:13:20 0:16:35 0:23:02 0:30:14 0:39:53 0:03:54 0:13:20 0:16:35 0:23:02 0:30:14 0:39:53 0:44:53 0:03:42 0:09:26 0:03:15 0:06:27 0:07:12 0:09:39 0:05:00 2.TH.HL P1 P2 P3 TH.NS2 P1 TH.QX P1 P2 P3 TH.TS P1 P2 P3 P2 P3 P2 P3 260 0:44:41 TH.TH P1 P2 P1 P2 P3 P2 P3 P2 P3 0:00:28 0:02:31 0:04:08 0:11:40 0:17:27 0:21:01 0:27:33 0:28:44 0:44:14 0:02:31 0:04:08 0:11:40 0:17:27 0:21:01 0:27:33 0:28:44 0:44:14 0:56:14 0:02:03 0:01:37 0:07:32 0:05:47 0:03:34 0:06:32 0:01:11 0:15:30 0:12:00 0:55:46 10 NA.ND P1 0:00:28 P2 0:01:50 P3 0:14:00 P2 0:20:58 P3 0:29:55 P2 0:39:59 P3 0:46:19 0:01:50 0:14:00 0:20:58 0:29:55 0:39:59 0:46:19 0:47:42 0:01:22 0:12:10 0:06:58 0:08:57 0:10:04 0:06:20 0:01:23 0:47:14 11 NA.HN P1 0:00:04 P2 0:05:32 P3 0:11:15 P1 0:16:21 P2 0:17:13 P3 0:21:40 P2 0:31:46 P3 0:33:42 0:05:32 0:11:15 0:16:21 0:17:13 0:21:40 0:31:46 0:33:42 0:47:56 0:05:28 0:05:43 0:05:06 0:00:52 0:04:27 0:10:06 0:01:56 0:14:14 0:47:52 12 NA.CL P1 P2 P3 P2 P3 P2 P3 P2 0:02:25 0:05:48 0:09:30 0:12:13 0:21:00 0:24:45 0:34:20 0:47:40 0:02:11 0:03:23 0:03:42 0:02:43 0:08:47 0:03:45 0:09:35 0:13:20 0:47:26 0:50:27 0:50:27 0:05:22 0:05:15 0:00:14 0:02:25 0:05:48 0:09:30 0:12:13 0:21:00 0:24:45 0:34:20 13 NA.NL P1 0:00:00 14 NA.V P1 0:00:07 261 P2 P3 P2 P3 P2 P3 P2 0:05:22 0:10:22 0:14:52 0:16:03 0:20:56 0:27:51 0:32:59 0:10:22 0:14:52 0:16:03 0:20:56 0:27:51 0:32:59 0:45:10 0:05:00 0:04:30 0:01:11 0:04:53 0:06:55 0:05:08 0:12:11 0:45:03 15 NA.YT P1 P2 P3 P2 P3 P2 P3 0:00:17 0:04:50 0:08:22 0:12:24 0:16:26 0:28:45 0:34:32 0:04:50 0:08:22 0:12:24 0:16:26 0:28:45 0:34:32 0:45:33 0:04:33 0:03:32 0:04:02 0:04:02 0:12:19 0:05:47 0:11:01 0:45:16 16 NA.DV P1 0:00:07 P2 0:04:37 P3 0:13:46 P2 0:24:11 P3 0:39:12 0:04:37 0:13:46 0:24:11 0:39:12 0:44:34 0:04:30 0:09:09 0:10:25 0:15:01 0:05:22 0:44:27 17 NA.TC P1 0:00:05 P2 0:27:41 0:27:41 0:46:23 0:27:36 0:18:42 0:46:18 18 SS.BS P1 0:00:35 P2 0:05:03 P3 0:30:33 0:05:03 0:30:33 0:42:31 0:04:28 0:25:30 0:11:58 0:41:56 19 SS.QT1 P1 0:01:07 P2 0:05:49 P3 0:27:33 0:05:49 0:27:33 0:44:00 0:04:42 0:21:44 0:16:27 0:42:53 20 SS.QT2 P1 0:00:32 P2 0:07:59 P3 0:24:54 P2 0:27:27 P3 0:35:28 0:07:59 0:24:54 0:27:27 0:35:28 0:45:19 0:07:27 0:16:55 0:02:33 0:08:01 0:09:51 0:44:47 262 21 SS.TS P1 0:00:29 P2 0:07:17 P3 0:18:13 0:07:17 0:18:13 0:45:48 0:06:48 0:10:56 0:27:35 0:45:19 22 SS.ToS P1 P2 P3 P2 P3 P2 P3 0:05:26 0:11:32 0:18:03 0:34:34 0:41:59 0:43:53 0:49:27 0:04:50 0:06:06 0:06:31 0:16:31 0:07:25 0:01:54 0:05:34 0:48:51 0:36:43 0:35:50 0:44:14 0:44:07 0:48:05 0:48:04 0:41:47 0:41:34 0:46:22 0:46:21 0:00:36 0:05:26 0:11:32 0:18:03 0:34:34 0:41:59 0:43:53 23 HN.PT P1 0:00:53 24 HN.CG1 P1 0:00:07 25 HN.CG2 P1 0:00:01 26 HN.CG3 P1 0:00:13 27 HN.CG4 P1 0:00:01 263 APPENDIX H Results of coding – Pedagogical Features Lessons TH.TG TH.HL TH.HH TH.TT TH.NS1 TH.NS2 TH.QX TH.TS TH.TH 10 NA.ND 11 NA.HN 12 NA.CL 13 NA.NL 14 NA.V 15 NA.YT 16 NA.DV 17 NA.TC 18 SS.BS 19 SS.QT1 20 SS.QT2 21 SS.TS 22 SS.ToS 23 HN.PT 24 HN.CG1 25 HN.CG2 26 HN.CG3 27 HN.CG4 Number of Lessons Percentage AH 1 1 1 1 1 1 1 1 1 1 1 1 24 89 GS 1 1 1 1 1 1 1 1 1 1 1 1 HB OI SL 1 RLNP 1 1 1 1 1 1 1 1 1 1 25 93 264 15 56 15 APPENDIX I Results of coding – Resources used during the lesson Lessons TH.TG TH.HL TH.HH TH.TT TH.NS1 TH.NS2 TH.QX TH.TS TH.TH 10 NA.ND 11 NA.HN 12 NA.CL 13 NA.NL 14 NA.V 15 NA.YT 16 NA.DV 17 NA.TC 18 SS.BS 19 SS.QT1 20 SS.QT2 21 SS.TS 22 SS.ToS 23 HN.PT 24 HN.CG1 25 HN.CG2 26 HN.CG3 27 HN.CG4 Number of Lessons Percentage CH 1 1 1 1 1 1 1 1 1 1 1 1 1 27 100 PRO 1 TV 1 1 1 33 0 TXW 1 1 1 1 1 1 1 1 1 1 1 1 1 27 100 265 SMM 1 1 1 1 1 1 RWO CALC COMP 1 1 1 1 1 1 1 1 1 1 24 89 0 0 33 APPENDIX K Results of coding – Teacher and students participated in the CI1 and CI2 Teacher TH.TG Begin 0:02:43 0:15:52 0:21:25 0:28:35 0:31:38 0:34:32 0:37:34 0:40:43 0:43:31 End 0:11:58 0:20:16 0:27:28 0:29:26 0:33:16 0:36:20 0:38:34 0:42:10 0:44:13 TH.HL Begin End 0:04:16 0:08:36 0:18:27 0:19:53 0:44:15 0:45:58 Teacher and Students End 0:02:43 0:15:52 0:28:35 0:31:38 0:43:31 Time 0:09:15 0:04:24 0:06:03 0:00:51 0:01:38 0:01:48 0:01:00 0:01:27 0:00:42 0:27:08 Begin 0:00:20 0:11:58 0:27:28 0:29:26 0:42:10 Time 0:04:20 0:01:26 0:01:43 Begin 0:00:16 0:09:56 0:14:51 0:19:53 0:29:27 0:38:38 0:45:58 End 0:01:45 0:11:41 0:18:27 0:24:28 0:37:25 0:41:49 0:48:25 Time 0:01:29 0:01:45 0:03:36 0:04:35 0:07:58 0:03:11 0:02:27 0:25:01 Begin End Time Begin 0:00:05 0:02:17 0:11:12 0:17:48 0:26:05 0:34:19 0:43:06 End 0:01:05 0:05:38 0:16:41 0:21:23 0:34:19 0:35:38 0:47:21 Time 0:01:00 0:03:21 0:05:29 0:03:35 0:08:14 0:01:19 0:04:15 0:27:13 Begin 0:01:05 0:07:23 End 0:02:17 0:09:00 Time 0:01:12 0:01:37 Time 0:01:45 0:02:12 0:01:07 Begin 0:20:16 0:36:20 0:38:34 End 0:21:25 0:37:34 0:39:33 0:10:57 0:07:29 TH.HH Begin End 0:05:38 0:07:23 0:09:00 0:11:12 0:16:41 0:17:48 Time 0:02:23 0:03:54 0:01:07 0:02:12 0:01:21 Students 0:05:04 Time 0:01:09 0:01:14 0:00:59 0:03:22 0:02:49 TH TT Begin 0:02:12 0:10:59 0:12:12 0:18:03 0:20:51 0:36:50 0:40:18 End 0:04:40 0:12:12 0:14:53 0:19:18 0:22:54 0:38:17 0:41:27 Time 0:02:28 0:01:13 0:02:41 0:01:15 0:02:03 0:01:27 0:01:09 0:12:16 Begin 0:00:15 0:04:40 0:14:53 0:19:18 0:22:54 0:33:41 0:41:27 End 0:02:12 0:10:59 0:18:03 0:20:51 0:27:11 0:36:50 0:42:29 Time 0:01:57 0:06:19 0:03:10 0:01:33 0:04:17 0:03:09 0:01:02 0:21:27 Begin End Time TH.NS1 Begin End Time Begin End Time Begin End Time 266 0:02:17 0:28:05 0:30:27 0:04:35 0:29:16 0:31:04 0:02:18 0:01:11 0:00:37 0:00:01 0:04:35 0:29:16 0:32:54 0:36:16 0:43:40 0:02:17 0:28:05 0:30:27 0:36:16 0:37:42 0:47:36 0:02:16 0:23:30 0:01:11 0:03:22 0:01:26 0:03:56 0:35:41 Begin 0:00:19 0:04:15 0:14:21 0:18:10 0:20:28 0:39:35 0:44:39 0:47:22 End 0:02:52 0:09:44 0:16:37 0:20:28 0:29:19 0:42:37 0:47:22 0:49:24 Time 0:02:33 0:05:29 0:02:16 0:02:18 0:08:51 0:03:02 0:02:43 0:02:02 0:29:14 Begin End Time Time 0:03:27 0:03:00 0:01:10 0:02:08 0:01:36 0:01:14 0:01:01 0:01:17 0:03:25 0:02:53 0:00:43 0:21:54 Begin 0:00:32 0:18:25 0:23:07 0:31:04 0:38:22 0:47:03 End 0:02:00 0:21:31 0:29:50 0:32:49 0:40:05 0:49:49 Time 0:01:28 0:03:06 0:06:43 0:01:45 0:01:43 0:02:46 Begin End Time Time 0:01:07 0:02:44 0:01:00 0:01:30 0:01:00 0:02:06 0:01:30 0:01:06 0:04:36 0:01:31 0:01:58 0:01:29 0:21:37 Begin 0:01:19 0:06:25 0:08:36 0:11:07 0:14:36 0:18:41 0:19:51 0:24:23 0:27:46 0:37:16 Begin End Time 0:04:06 TH.NS2 Begin End 0:02:52 0:04:15 0:16:37 0:18:10 0:49:24 0:51:26 Time 0:01:23 0:01:33 0:02:02 0:04:58 TH.QX Begin 0:03:02 0:06:29 0:09:29 0:16:17 0:21:31 0:29:50 0:34:15 0:37:05 0:43:38 0:49:49 0:54:40 TH.TS Begin 0:00:12 0:03:41 0:07:36 0:09:37 0:13:36 0:16:35 0:22:53 0:26:40 0:28:57 0:38:45 0:40:16 0:43:24 End 0:06:29 0:09:29 0:10:39 0:18:25 0:23:07 0:31:04 0:35:16 0:38:22 0:47:03 0:52:42 0:55:23 End 0:01:19 0:06:25 0:08:36 0:11:07 0:14:36 0:18:41 0:24:23 0:27:46 0:33:33 0:40:16 0:42:14 0:44:53 0:17:31 End 0:03:41 0:07:36 0:09:37 0:13:36 0:16:35 0:19:51 0:22:53 0:26:40 0:28:57 0:38:45 Time 0:02:22 0:01:11 0:01:01 0:02:29 0:01:59 0:01:10 0:03:02 0:02:17 0:01:11 0:01:29 0:18:11 TH.TH 267 Begin 0:01:45 0:08:15 0:11:14 0:15:28 0:22:05 0:28:18 0:34:24 0:39:56 0:44:10 End 0:06:18 0:09:13 0:12:25 0:19:04 0:24:22 0:30:37 0:38:23 0:42:22 0:45:14 Time 0:04:33 0:00:58 0:01:11 0:03:36 0:02:17 0:02:19 0:03:59 0:02:26 0:01:04 Begin 0:00:28 0:06:18 0:09:13 0:12:25 0:19:04 0:25:29 0:30:37 0:32:40 0:38:23 0:42:22 0:47:31 0:53:53 End 0:01:45 0:08:15 0:11:14 0:15:28 0:22:05 0:28:18 0:32:40 0:34:24 0:39:56 0:44:10 0:49:52 0:56:14 Time 0:01:17 0:01:57 0:02:01 0:03:03 0:03:01 0:02:49 0:02:03 0:01:44 0:01:33 0:01:48 0:02:21 0:02:21 0:25:58 Begin End Time Begin 0:00:28 0:03:53 0:08:17 0:13:29 0:22:17 0:26:48 0:30:04 0:33:29 0:38:55 End 0:01:45 0:06:26 0:11:55 0:20:32 0:24:13 0:27:48 0:31:39 0:35:53 0:47:42 Time 0:01:17 0:02:33 0:03:38 0:07:03 0:01:56 0:01:00 0:01:35 0:02:24 0:08:47 0:30:13 Begin End Time Begin 0:06:46 0:11:35 0:18:25 0:25:34 0:28:00 0:32:20 0:40:56 End 0:09:52 0:17:13 0:24:34 0:28:00 0:30:48 0:39:56 0:47:56 Time 0:03:06 0:05:38 0:06:09 0:02:26 0:02:48 0:07:36 0:07:00 0:34:43 Begin End Time Begin 0:00:14 0:03:57 0:11:00 0:19:03 0:21:44 0:27:07 0:31:06 0:36:01 0:41:04 End 0:02:08 0:09:12 0:14:07 0:20:03 0:25:19 0:28:59 0:33:06 0:37:26 0:47:40 Time 0:01:54 0:05:15 0:03:07 0:01:00 0:03:35 0:01:52 0:02:00 0:01:25 0:06:36 0:26:44 Begin End Time 0:22:23 10 NA.ND Begin End 0:01:45 0:03:53 0:06:26 0:08:17 0:11:55 0:13:29 0:20:32 0:22:17 0:24:13 0:26:48 0:27:48 0:30:04 0:37:17 0:38:55 Time 0:02:08 0:01:51 0:01:34 0:01:45 0:02:35 0:02:16 0:01:38 0:13:47 11 NA.HN Begin End 0:00:04 0:00:54 0:04:23 0:06:46 0:09:52 0:11:35 0:17:13 0:18:25 0:30:48 0:32:20 Time 0:00:50 0:02:23 0:01:43 0:01:12 0:01:32 0:07:40 12 NA.CL Begin 0:02:08 0:09:12 0:14:07 0:20:03 0:33:06 End 0:03:57 0:11:00 0:15:15 0:21:44 0:36:01 Time 0:01:49 0:01:48 0:01:08 0:01:41 0:02:55 0:09:21 268 13 NA.NL Begin 0:00:00 0:07:28 0:13:11 0:27:57 0:33:48 0:38:58 0:45:37 End 0:00:26 0:09:24 0:15:11 0:28:57 0:35:14 0:40:14 0:50:27 Time 0:00:26 0:01:56 0:02:00 0:01:00 0:01:26 0:01:16 0:04:50 Begin 0:04:40 0:09:24 0:15:11 0:21:01 0:31:42 0:35:14 0:40:14 0:41:56 End 0:07:28 0:13:11 0:16:21 0:27:57 0:33:48 0:38:58 0:41:56 0:45:37 Time 0:02:48 0:03:47 0:01:10 0:06:56 0:02:06 0:03:44 0:01:42 0:03:41 0:25:54 Begin End Time Begin 0:00:07 0:09:23 0:12:15 0:17:28 0:29:20 0:31:55 0:37:09 0:42:24 End 0:05:02 0:10:32 0:16:25 0:20:00 0:30:37 0:35:36 0:38:38 0:45:10 Time 0:04:55 0:01:09 0:04:10 0:02:32 0:01:17 0:03:41 0:01:29 0:02:46 0:21:59 Begin End Time Time 0:05:24 0:01:24 0:02:43 0:01:08 0:02:00 0:02:47 0:15:26 Begin 0:00:17 0:10:12 0:21:32 0:25:29 0:30:59 0:40:20 End 0:04:48 0:20:08 0:22:46 0:29:51 0:34:00 0:45:33 Time 0:04:31 0:09:56 0:01:14 0:04:22 0:03:01 0:05:13 0:28:17 Begin End Time Time 0:04:56 0:05:20 0:02:55 Begin 0:00:07 0:09:34 0:24:46 0:29:58 0:37:35 0:39:16 0:42:27 End 0:04:38 0:13:54 0:27:03 0:34:58 0:39:16 0:42:27 0:44:34 Time 0:04:31 0:04:20 0:02:17 0:05:00 0:01:41 0:03:11 0:02:07 0:23:07 Begin End Time Begin 0:05:00 0:12:31 0:20:33 0:31:46 0:37:25 End 0:06:40 0:17:52 0:27:17 0:33:19 0:40:01 Time 0:01:40 0:05:21 0:06:44 0:01:33 0:02:36 Begin 0:02:28 End 0:05:00 Time 0:02:32 0:12:54 14 NA.V Begin 0:05:02 0:21:00 0:24:07 0:38:38 0:39:38 End 0:07:25 0:23:06 0:26:25 0:39:38 0:40:59 Time 0:02:23 0:02:06 0:02:18 0:01:00 0:01:21 0:09:08 15 NA.YT Begin 0:04:48 0:20:08 0:22:46 0:29:51 0:34:00 0:37:33 End 0:10:12 0:21:32 0:25:29 0:30:59 0:36:00 0:40:20 16 NA.DV Begin End 0:04:38 0:09:34 0:19:26 0:24:46 0:27:03 0:29:58 0:13:11 17 NA.YT Begin 0:00:05 0:06:40 0:17:52 0:27:17 0:33:19 End 0:02:28 0:12:31 0:20:33 0:31:46 0:37:25 Time 0:02:23 0:05:51 0:02:41 0:04:29 0:04:06 269 0:40:01 0:42:18 18 SS.BS Begin 0:04:32 0:11:41 0:20:03 0:29:27 0:36:00 0:41:31 0:42:18 0:46:23 End 0:09:50 0:13:47 0:24:02 0:31:59 0:39:57 0:42:31 19 SS.QT1 Begin End 0:04:56 0:11:47 0:20:21 0:24:24 0:26:09 0:27:52 0:27:52 0:29:50 0:29:50 0:30:51 0:32:24 0:33:33 0:34:33 0:35:33 0:43:09 0:44:00 20 SS.QT2 Begin End 0:00:32 0:01:17 0:06:55 0:10:05 0:14:42 0:15:46 0:21:19 0:22:55 0:23:55 0:25:07 0:26:14 0:28:34 0:30:10 0:32:00 0:34:49 0:35:49 21 SS.TS Begin 0:00:29 0:06:57 0:15:51 0:18:23 0:21:38 0:33:14 0:35:47 0:45:11 End 0:01:02 0:09:52 0:17:20 0:19:38 0:22:47 0:35:47 0:37:40 0:45:48 22 SS.ToS Begin End 0:07:14 0:10:47 0:02:17 0:04:05 0:25:52 0:17:54 Time 0:05:18 0:02:06 0:03:59 0:02:32 0:03:57 0:01:00 0:18:52 Begin 0:00:35 0:09:50 0:13:47 0:31:59 0:39:57 Time 0:06:51 0:04:03 0:01:43 0:01:58 0:01:01 0:01:09 0:01:00 0:00:51 0:18:36 Begin 0:01:07 0:11:47 0:15:58 0:24:24 0:33:33 0:35:33 Time 0:00:45 0:03:10 0:01:04 0:01:36 0:01:12 0:02:20 0:01:50 0:01:00 0:12:57 Begin 0:05:47 0:10:05 0:15:46 0:22:55 0:28:34 0:32:00 0:35:49 0:43:40 Time 0:00:33 0:02:55 0:01:29 0:01:15 0:01:09 0:02:33 0:01:53 0:00:37 0:12:24 Begin 0:09:52 0:17:20 0:19:38 0:22:47 0:37:40 0:41:01 Time 0:03:33 Begin 0:00:36 End 0:01:52 0:11:41 0:20:03 0:36:00 0:41:31 Time 0:01:17 0:01:51 0:06:16 0:04:01 0:01:34 0:02:32 Begin 0:01:52 End 0:04:32 0:14:59 End 0:04:56 0:13:48 0:20:21 0:26:09 0:34:33 0:38:17 Time 0:03:49 0:02:01 0:04:23 0:01:45 0:01:00 0:02:44 Time 0:02:40 0:02:40 Begin End Time Time 0:01:08 0:04:37 0:03:43 0:01:00 0:01:36 0:02:49 0:04:22 0:01:39 0:20:54 Begin 0:41:30 End 0:43:40 Time 0:02:10 Time 0:02:41 0:01:03 0:02:00 0:01:27 0:01:13 0:01:00 Begin 0:38:53 0:15:42 End 0:06:55 0:14:42 0:19:29 0:23:55 0:30:10 0:34:49 0:40:11 0:45:19 End 0:12:33 0:18:23 0:21:38 0:24:14 0:38:53 0:42:01 0:02:10 End 0:41:01 0:09:24 End 0:01:59 270 Time 0:01:23 Time 0:02:08 0:02:08 Begin End Time 0:21:29 0:39:47 0:41:58 0:23:24 0:40:54 0:44:12 0:01:55 0:01:07 0:02:14 0:04:27 0:10:47 0:16:04 0:23:24 0:37:31 0:40:54 0:44:12 0:07:14 0:14:37 0:21:29 0:34:47 0:39:47 0:41:58 0:49:27 0:02:47 0:03:50 0:05:25 0:11:23 0:02:16 0:01:04 0:05:15 0:33:23 Begin 0:03:49 0:17:23 0:23:41 0:25:59 0:33:56 End 0:13:27 0:22:33 0:24:41 0:32:43 0:35:27 Time 0:09:38 0:05:10 0:01:00 0:06:44 0:01:31 0:24:03 Begin End Time Time 0:01:00 0:01:44 0:03:27 0:03:33 0:01:58 0:01:00 0:09:15 0:21:57 Begin 0:01:07 0:16:37 0:21:10 0:24:08 0:27:24 0:32:07 End 0:02:07 0:17:37 0:22:10 0:26:24 0:29:13 0:33:55 Time 0:01:00 0:01:00 0:01:00 0:02:16 0:01:49 0:01:48 Begin End Time Time 0:01:18 0:02:19 0:15:45 0:04:01 0:23:23 Begin 0:04:42 0:14:30 0:39:43 Begin End Time Time 0:00:38 0:12:31 0:01:05 0:01:00 0:01:41 0:00:34 0:17:29 Begin 0:25:07 0:27:14 Begin End Time Time 0:01:11 0:01:39 0:01:58 0:03:45 Begin 0:16:34 0:31:17 0:43:19 Begin End Time 0:08:49 23 HN.PT Begin 0:00:53 0:13:27 0:22:33 0:35:27 End 0:03:49 0:15:58 0:23:41 0:36:43 Time 0:02:56 0:02:31 0:01:08 0:01:16 0:07:51 24 HN.CG1 Begin End 0:00:07 0:01:07 0:02:07 0:03:51 0:09:13 0:12:40 0:17:37 0:21:10 0:22:10 0:24:08 0:26:24 0:27:24 0:33:55 0:43:10 25 HN.CG2 Begin End 0:03:24 0:04:42 0:05:50 0:08:09 0:19:31 0:35:16 0:44:04 0:48:05 26 HN.CG3 Begin End 0:00:13 0:00:51 0:08:35 0:21:06 0:24:02 0:25:07 0:26:14 0:27:14 0:39:32 0:41:13 0:41:13 0:41:47 27 HN.CG4 Begin End 0:00:01 0:01:12 0:07:49 0:09:28 0:14:36 0:16:34 0:27:32 0:31:17 0:08:53 End 0:05:50 0:19:31 0:44:04 Time 0:01:08 0:05:01 0:04:21 0:10:30 End 0:26:14 0:31:33 Time 0:01:07 0:04:19 0:05:26 End 0:18:20 0:33:55 0:44:19 271 Time 0:01:46 0:02:38 0:01:00 0:33:55 0:41:04 0:44:19 Sum 0:35:11 0:43:19 0:46:22 0:01:16 0:02:15 0:02:03 0:14:07 6:30:39 0:05:24 9:28:42 272 0:15:41 APPENDIX L Percentage of Vietnamese lessons marked at each 10 percent interval of the lessons Review Introduction of new content Practice of new content Public interaction Optional, teacher presents information Optional, student presents information Private interaction Mathematical organization Non-problem Concurrent problem set-up Concurrent problem classwork Concurrent problem seatwork Answered-only problems Independent problem Independent problem 2-5 Independent problem 6-10 Beginning 10 100 70 30 0 93 74 19 0 85 37 0 0 0 52 0 Percent interval (time) of the lessons Midpoint 20 30 40 50 60 70 80 33 30 30 30 30 26 26 59 44 37 41 33 37 19 26 33 30 37 37 56 74 74 78 85 59 67 56 11 11 22 22 7 30 22 30 4 0 7 0 0 0 44 37 30 26 15 22 15 0 4 4 11 22 15 11 11 7 11 15 15 0 0 0 30 26 4 15 26 37 37 52 44 48 0 0 273 90 26 15 59 48 11 30 11 15 15 0 48 11 End 100 26 11 63 85 7 81 11 0 [...]... videos to draw the important conclusions about eighth-grade mathematics teaching in Vietnam Each research method always has its own advantages and disadvantages Thus, the dissertation combined these research methods to reinforce their advantages as well as to reduce their disadvantages Many interesting findings resulted from these research methods, which will be presented in the following 7 chapters 2 Q... mathematics and science was also presented Chapter 3 of this dissertation presented the TIMSS Video Study Firstly, the video study was presented as a research method in mathematics education with advantages and disadvantages After that, some aspects of the TIMSS video study, such as the purposes, objects, participating countries, and so on, were introduced What researchers have already studied in the TIMSS... Studying the characteristics of teaching and learning in different cultures and relating the results to mathematics teaching and learning in Vietnam Introducing the TIMSS, the TIMSS Video Study and the advantages of using video study in investigating mathematics teaching and learning Carrying out a video study in Vietnam to identify the image, scripts and patterns, and the lesson signature of eighth-grade... observation, survey, design experiments, and so on From studying the TIMSS Video Study, the dissertation discovered that video study can be seen as a research method in mathematics education with a lot of advantages This will be explained in the wider methodological context below: Theoretical study: this is a research method using the available documents, scientific results in various fields such as psychology,... accounting, banking, business, medicine, ecology, and aerospace Mathematics is vital to economics and finance, as well as to computing technology and software development underlying our technologically advanced and information-based world (Grønmo et al., 2013, p 11) However, many students acquire a lot of mathematical knowledge, but they do not know why they have to learn it, nor how to use this knowledge... harmony, a concern with group welfare, and hostility toward out-group members Collectivists believe that they are an indispensable part of the group, and will readily contribute without concern for advantage being taken of them or for whether others are doing their part They feel personally responsible for the group product and are oriented towards sharing group rewards (p 67) Trumbul, Rothstein-Fisch,