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Abstract
This paper reports on a small-scale EU-funded study of the teaching of mathematics in the age range 10-14 in Flanders, England, Hungary and Spain. Based on video-recordings of sequences of lessons taught on standard topics, and exploiting a coding schedule developed from live observations in each country, we examine the didactic strategies teachers employ in the episodes that comprise a lesson, where an episode is that period of a lesson in which a teacher's observable intention remains constant. Analyses identified consistent teacher behaviours within countries and considerable variation across them. Some implications for English mathematics education are discussed.