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What would be the most effective pedagogical approach to teaching Maths…

- - - - Same authors LINKS >
- - - - Research questions:
      - Are there differences in the development of specific types of mathematical understanding and if so, how do these influence pupils’ progression across the Key Stage 1-3 period?
        
        Is the development of some mathematical skills more important for progression than others?
        
        How is development of understanding affected by children’s self perception of their own ability in maths?
        
        Streaming and self-confidence: The result also implies that teachers should find try to ways of
        boosting children’s beliefs in the quality of their mathematical thinking.
        
        steps should be taken to devote more teaching time to mathematical reasoning, which should not be difficult to do, since successful methods for teaching this form of reasoning have already been tested and documented (Nunes et al., 2007).
- - - - the teacher of mathematics can play an important role in the development of children’s awareness and use of language as a tool for reasoning.
        
        providing children with guidance and practice in how to use language for reasoning would enable them to use language more effectively as a tool for working on maths problems together.
        
        that improving the quality of children’s use of language for reasoning together would improve their individual learning and understanding of mathematics
        
        Our results support claims for the value of collaborative approaches to the learning of mathematics. We also provide evidence to support the view that the teacher is an important model and guide for pupils’ use of language for reasoning
      - LEARNING TO POSE MATHEMATICAL PROBLEMS: EXPLORING CHANGES IN PRESERVICE TEACHERS’ PRACTICES
    - - That improving the quality of children’s use of language for reasoning together will improve their individual learning and understanding of mathematics.
        
        Focus of Research: That the teacher is an important model and guide for pupils’ use of language for reasoning
- - - - factors that contribute to effective classroom practice.
        
        Organisation, shared objectives, homework, classroom climate, behaviour management, collaborative learning, personalised teaching and learning, Making links explicit, dialogic teaching and learning, AfL, Pleanry.
        
        Effective teachers often allow children to work in groups to think through their ideas and to present and make explicit their thinking. This includes to each other and peer tutoring (Whitebread et al., 2007). They assign roles within group work and see interaction as an integral part of learning (Gipps et al., 2000; Fosnot, 1996; Barron, 2003; Tolmie et al., 2010).
        
        Personalising and differentiating learning is equally important for groups and individuals. Classrooms with considered, purposeful differentiation ensure that learning can be scaffolded (Rojas-Drummond & Mercer, 2003) and has the variety and richness required to retain children’s interests and the right level of challenge.
        
        dialogic teaching and learning (Wells, 1999), it is a key feature of effective classrooms
        
        AFL - Evaluative feedback of this kind, examples of which are given in this report, helps children to reflect on their learning through reviewing their work (Rittle-Johnson, 2006).