Journal ArticleDOI
Quality mathematics teaching: Describing some key components
Peter Sullivan,Judy Mousley +1 more
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TLDR
In this article, survey responses of 125 teacher educators and experienced teachers to fixed-format and open-response items on aspects of mathematics teaching are presented, and a qualitative analysis of responses revealed six major categories.Abstract:
Survey responses of 125 teacher educators and experienced teachers to fixed-format and open-response items on aspects of mathematics teaching are presented. A qualitative analysis of responses revealed six major categories. These were Communicating, Problem Solving, Building Understanding, Engaging, Nurturing and Organising for Learning. Within each of these categories, the frequency of use of particular phrases and descriptors indicate general beliefs about the important characteristics of quality mathematics teaching. There was a great diversity in the language used to describe particular components. A model is proposed which suggests a way in which the categories are linked.read more
Citations
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Journal ArticleDOI
Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices.
TL;DR: In this paper, a model for primary school teachers' problem-solving beliefs and practices has been developed to represent relationships between variables diagrammatically, including the interrelationships between factors associated with teachers' beliefs and practice.
Journal ArticleDOI
Characteristics of good mathematics teaching in Singapore grade 8 classrooms: a juxtaposition of teachers’ practice and students’ perception
TL;DR: In this paper, the authors examine the instructional approaches of three competent grade 8 mathematics teachers and examine their students' perception of the lessons they taught as well as characteristics of good lessons, finding that good mathematics teaching in Singapore schools centres around building understanding and is teacher-centred but student focused.
Book ChapterDOI
Thinking teaching: seeing mathematics teachers as active decision makers
Peter Sullivan,Judy Mousley +1 more
TL;DR: Many teachers are now incorporating a broader range of strategies into their teaching, including problem solving, investigations and open-ended questions, which requires teachers to talk less but to make more decisions.
Book ChapterDOI
Mathematics Teacher Education and Technology
TL;DR: This chapter presents recent applications of videotapes, multimedia resources, internet-based communities, and tutorial conferencing facilities in pre-service and in-service education of mathematics teachers.
Journal ArticleDOI
Applying the rasch rating scale model to gain insights into students' conceptualisation of quality mathematics instruction
TL;DR: This article provided insights into the conceptualisation of high quality mathematics teaching from the perspective of approximately 750 students in grades nine through twelve, using group interviews with teachers and open-ended responses from students.
References
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Book
How to Solve It
TL;DR: Here is a familiar problem having the same or similar unknwn form and here is a problem similar to yours and solved before.
Journal ArticleDOI
Constructivist perspectives on science and mathematics learning
Journal Article
A national statement on mathematics for Australian schools
TL;DR: Early in 1989, the Australian Education Council (AEC) of all state, territory and Commonwealth Ministers of Education in Australia agreed to the development of a common 'national' statement about the mathematics curriculum for Australian schools as mentioned in this paper.
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