What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives

Wilson, Patricia S.; Cooney, Thomas J.; Stinson, David W.

doi:10.1007/s10857-005-4796-7

Cited by 77 publications

(43 citation statements)

References 13 publications

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“…Recently, several researchers turned their attention to teachers' perspectives of effective mathematics teaching. For instance, Wilson, Cooney & Stinson (2005) examined what nine high school teachers in the USA think constitute quality mathematics teaching. They found that the teachers identified sound mathematical knowledge, promotion of mathematical understanding, students' engagement with motivation, and effective management skills.…”

Section: Background To the Studymentioning

confidence: 99%

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Jeongsuk¹,

Kwon²

2015

Research in Mathematical Education

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This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

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Section: Background To the Studymentioning

confidence: 99%

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Jeongsuk¹,

Kwon²

2015

Research in Mathematical Education

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“…veloping more efficient strategies for connecting and visualizing mathematics, as well as assessing students' understanding (Wilson, Cooney and Stinson, 2005.). On the other hand, some of the recognized strategies aimed to enhance students' comprehensiveness in learning mathematics are use of varied approaches for engaging students in the learning process (precisely; ICT use, writing ideas, team-working, applying mathematics, hands-on and laboratory activities etc.)…”

Section: S O C I O L O G I J a I P R O S T O Rmentioning

confidence: 99%

Mathematics Competence and International Mathematics Testing: Croatian Starting Point

Domazet

Baranović

Matić

2013

Sip

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The article presents a review of the competence-framed concept of compulsory mathematics education and appropriate instruction methods, in light of the international influences on Croatia through comparative ranking in PISA mathematical literacy. We begin by reviewing the conceptual constructs behind social influences on the supra-national development of the literacy/competence concept in mathematics education and assessment, and briefly examine its components and instructional contributions. Within this context we proceed to map past and current, and extrapolate future, changes in the conceptualisation of school mathematics and mathematics teaching in Croatian compulsory education, including recent empirical findings on mathematics instruction in Croatian primary schools. The aim is to examine social and (comparative) political influences on subject-matter and teaching of 'hard' school subjects such as mathematics, chart Croatia's current position according to international assessment and instructional trends, and recommend possible steps in immediate development of educational policy.

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“…Many authors have written about the benefits of including comments and stories about mathematicians in the classroom (e.g., [18]). The same benefits can occur within the context of popular culture with classroom activities related to the backgrounds and motivations of the writers, but this pedagogy has not previously been explored, probably because it can be difficult to find information about the people who are responsible for the mathematical references.…”

Section: Writers and Humor In The Classroommentioning

confidence: 99%

Klein's Beer:FuturamaComedy and Writers in the Classroom

Greenwald

2007

PRIMUS

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What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives

Cited by 77 publications

References 13 publications

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Elementary and Secondary School Teachers' Perspectives of Effective Mathematics Teaching

Mathematics Competence and International Mathematics Testing: Croatian Starting Point

Klein's Beer:FuturamaComedy and Writers in the Classroom

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