Characterizing Pedagogical Flow presents conclusions from a
multi-disciplinary, multi-national research project blending
quantitative and qualitative approaches through a discourse
methodology. The work produced portraits of mathematics and science
education that were dramatically different for each of the
countries involved: France, Japan, Norway, Spain, Switzerland, and
the United States. To explain these differences, it is proposed
that the interaction of curriculum and pedagogy is culturally
unique and yields classroom learning experiences that are
qualitatively different from country to country. This idea has
profound implications for how international education research is
interpreted.
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