| Description |
1 online resource (220 pages) |
| Series |
Routledge Research in International and Comparative Education |
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Routledge research in international and comparative education.
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| Contents |
Cover; Title; Copyright; Dedication; Contents; List of figures; List of tables; Acronyms and abbreviations; 1 The effectiveness of mathematics teaching study; Chapter overview; Rationale and questions; Contexts and schools; England and China; Southampton and Nanjing; The participating English schools; The participating Chinese schools; What's in the book?; 2 Growing apart: worldwide pursuit of effective maths education; Chapter overview; Mathematics pedagogy: theories and practices; Progressive teaching; Teaching and ability grouping; Teacher knowledge; Teaching with coherence |
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Teaching with variationTeaching with reflection; Summary; Facts and factors in international maths learning gaps; International comparisons of maths learning outcomes; The IEA's international studies; The ETS's IAEP 1 and IAEP 2; The OECD's assessments -- PISA; International comparisons of maths teaching practices; The IEA's TIMSS Video Studies; The OECD's Teaching and Learning International Survey; The learner's perspective study; Chapter conclusion; 3 Four decades of educational effectiveness research in the West; Chapter overview; Educational effectiveness research and its subfields |
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Five phases of educational effectiveness researchTrends in EER; Teacher effects vs school effects; Early teaching effectiveness research in the US; The definition of teaching effectiveness; The methodological and conceptual development; Effective teacher behaviours identified; Conclusion; Teaching effectiveness research in the UK; The research designs and methods utilised; The universal interest in the individual child; Effective teacher behaviours identified; Conclusion; Teaching effectiveness research in other nations; Chapter conclusion; 4 Research paradigm, design and methods |
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Chapter overviewResearch philosophy; Research design; Structured lesson observations (M1); Questionnaires to teachers and pupils (M2); Standardised mathematics tests (M3); Unstructured lesson observations (M4); Interviews with teachers (M5); Focus groups with teachers (M6); Integrating findings across methods; Chapter conclusion; 5 Children and their maths teachers; Chapter overview; Children as individuals; Children as classes of pupils in schools; Maths teachers -- the demographic selves; Maths teachers -- the professional selves; Professional development; Teacher school-based activities |
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Teacher beliefs -- direct transmission or constructivist?Subject(s) that teachers teach; Time arrangement in the maths class; Teacher self-perceived influence and social status; Chapter conclusion; 6 Evaluating and correlating maths teaching and learning; Chapter overview; Quantity of maths teaching; OTL 1 -- whole class interaction; OTL 2 -- whole class lecture; OTL 3 -- individual/group work; OTL 4 -- classroom management; OTL 5 -- partial class interaction; OTL 6 -- pupil time on task; Summary on the OTL measures; Quality of maths teaching; ISTOF 1 -- assessment and evaluation |
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ISTOF 2 -- clarity of instruction |
| Summary |
"The Effectiveness of Mathematics Teaching in Primary Schools: Lessons from England and China provides a unique insight into the mathematics classrooms of these two countries and arrives at a time when the world is eager to know how Chinese learners consistently excel at learning mathematics and other core subjects. Showcasing the kinds of teaching methods that work within and across countries, this book presents a rich collection of views, including those from teachers, their native colleagues, their foreign colleagues and the researcher, regarding the quality of mathematics teaching today. Interweaving scientific results about teaching and learning evaluations with multiple perspectives of various roles in and out of the classroom, Miao and Reynolds offer insights into how and why different approaches of teaching have led to different learning outcomes in mathematics internationally. Building on rigid and robust analyses of the most up-to-date data in England and China, the book indicates that it is through changing teaching rather than changing teachers that mathematics learning can be improved, because it is what teachers do in the classroom that really makes a big difference. Containing four decades of wisdom from the field of teaching effectiveness research, this book is essential reading for all who want to improve the quality of mathematics teaching worldwide. This book is particularly relevant for educational researchers, postgraduate students and teachers, as well as school leaders, policymakers and parents."--Provided by publisher |
| Notes |
Print version record |
| Subject |
Mathematics -- Study and teaching (Elementary) -- England
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Mathematics -- Study and teaching (Elementary) -- China
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EDUCATION -- Teaching Methods & Materials -- Mathematics.
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EDUCATION -- Research.
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Mathematics -- Study and teaching (Elementary)
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China
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England
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| Form |
Electronic book
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| Author |
Reynolds, David
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| ISBN |
9781317191063 |
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1317191064 |
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