Mathematics teacher educators’ instructional modifications: A cultural-comparative study using a Czech mathematics classroom video

Abstract

In this cultural-comparative study, we examined the recommendations for instructional modifications made by 12 Czech and 12 non-Czech mathematics teacher educators (MTEs). The non-Czech MTEs were selected from countries culturally distinct from Czechia, including Costa Rica, Japan, Kosovo, Türkiye, the UK, and the USA, with two MTEs from each country. The participants were invited to provide written feedback on a part of a video lesson (teaching segment) in which a Czech elementary mathematics teacher handled student errors. The results demonstrated that the Czech MTEs emphasized individual learning and content, while the non-Czech MTEs’ feedback was more diverse, advocating a more collaborative and reflective learning environment. Drawing on the limitations of our study, implications for future research are provided.