Project Website  www.lps.iccr.edu.au

This sixteen-country international project extends the methodology employed in the Negotiation of Meaning Project to document "well-taught" mathematics classrooms through the use of three cameras, supplemented by post-lesson video-stimulated interviews with students and teachers, test data, teacher questionnaires, and copies of student and teacher written material.

In each country, three teachers were identified as competent by the local community and a sequence of ten eighth-grade mathematics lessons videotaped for each teacher. The resultant data set of over 480 lessons (at least 30 lessons per country: videotapes, interviews, test, questionnaire, and written material) provides an unprecedented documentation of the practices of mathematics classrooms internationally, of the meanings that classroom participants ascribe to those practices, and of the associated learning outcomes.

The analysis of this large and complex data set is the focus of collaborative activity by the international research team centered on the ICCR. A book series has been initiated, reporting the findings of this project. The first two volumes in this series (as shown above) have been published by Sense Publishers. These books can be ordered through the Sense website.