An Investigation of Foundational Instructional Principles in International Mathematics Classrooms: An lSD Analysis of TJMSS Video Data

The central purpose of this study is to investigate whether cross national
classroom video recordings reflect foundational principles of instruction as identified by
lSD theorists. Principles of instruction remain true regardless of program or context when
implemented by appropriate instructional systems design procedures. These theoretical
elements however, require deeper empirical investigation in authentic classroom settings.
This study posits that foundational principles are observable in non lSD systematized
settings. Further it suggests that they are represented differently in classroom video
recordings across countries, based on their performance level on a standardized
assessment. The study shows inter alia that, (1) Instructional principles as conceptualized by
lSD theorists are observable from non-ISD systematized settings. (2) The language and
knowledge of ISD can be fused with curriculum studies to create sharper lens for
investigating classroom phenomena. Foundational principles provide an important point
of departure for this shared language. (3) Iterative video analysis is effectively combined
with video observation protocols to study instructional contexts. (4) The occurrence of
demonstration and real world integration stand out as more significant in higher
performing countries than in lower performing countries. (5) This study adds support to
earlier investigations which suggest that there are global patterns of teaching. (6) TIMSS
performance tier does not correlate with a greater occurrence of foundational principles
of instruction.