Abstract
This chapter draws on data and findings from several video studies to describe
the quality of mathematics teaching in Switzerland. The focus is on features of instructional
practice and quality as core components of classroom behavior that reflect the
teacher’s expertise in creating optimal learning opportunities. The didactic triangle is
used as the basis for describing the profile of expertise in Swiss mathematics instruction
in terms of three interdependent dimensions of instructional quality. A core element of
this pofile can be identified in Swiss mathematics teachers’ particular strengths in the
culture of communication, support and relationships. Findings also paint a generally
positive picture of the culture of teaching, learning and understanding (e.g., methods and
choreography of teaching) in Swiss mathematics classrooms. However, the culture of
objectives, materials and tasks proves to be rather average in international comparison in
several respects (level of mathematical content, characteristics of the problems set and
the way they are worked on in lessons). In particular, there seems to be room for improvement
in the specific context of the didactics of mathematics (e.g., the level of
cognitive and mathematical challenge)
Pauli, C