In early 1998, at least four mathematics field test lessons were collected in each country. These videotapes of eighth-grade mathematics classrooms provided an initial opportunity to observe teaching in the different countries in the sample. An international group of representatives met together for an entire summer, viewing and reflecting on these tapes.

These discussions yielded six dimensions that the representatives agreed framed classroom practice and were of interest across countries and lessons: purpose, classroom routine, actions of participants, content, classroom talk, and classroom climate. The dimensions were then used to create country models-holistic representations of a "typical" mathematics lesson in each country. The hypothesized country models were developed in collaboration with the national research coordinators, steering committee members, and other colleagues in each country, and refined over a period of several months.

The goal was to retain an "insider perspective," and faithfully represent the critical features of teaching in each country in the coding system. The country models served two purposes toward this end. First, the models provided a basis on which to identify key, universal variables for quantitative coding. Second, they described a larger context that might be useful in interpreting the coding results.

For more information download the country models document: Country_Models.doc