Effective Instruction: A Mathematics Coach's Perspective

Autor/in	Nebesniak, Amy L.
Titel	Effective Instruction: A Mathematics Coach's Perspective
Quelle	In: Mathematics Teacher, 106 (2012) 5, S.354-358 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Learner Engagement; Prior Learning; Algebra; Mathematics Instruction; Instructional Effectiveness; Teaching Methods; Mathematics Teachers; Mathematics Achievement; Relevance (Education); Mathematical Concepts + Suchen Sie Ihr Suchwort? Vorkenntnisse; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Relevance; Relevanz
Abstract	Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching conceptually for understanding; (2) Making connections within content, including accessing prior knowledge; and (3) Directing attention through student engagement. As an algebra instructional coach, the author has observed and participated in a variety of instructional interactions with high school algebra teachers and students. In the classrooms she has worked in, these three main instructional features are often the key ingredients to effective lessons; conversely, when instruction is not effective, these are the missing components. In this article, the author offers examples of effective instruction that are drawn from her experience as a teacher and an instructional coach. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10