Teaching and learning of mathematics: what really matters to teachers and students?

Autor/in	Kaur, Berinderjeet
Titel	Teaching and learning of mathematics: what really matters to teachers and students?
Quelle	In: ZDM : mathematics education, 40 (2008) 6, S. 951-962 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0128-6
Schlagwörter	Kompetenz; Empirische Forschung; Interviewtechnik; Lehrer; Lehrerin; Schüler; Schülerin; Lehr-Lern-Prozess; Student; Studentin
Abstract	The learner's perspective study, motivated by a strong belief that the characterization of the practices of mathematics classrooms must attend to learner practice with at least the same priority as that accorded to teacher practice, is a comprehensive study that adopts a complementary accounts methodology to negotiate meanings in classrooms. In Singapore, three mathematics teachers recognized for their locally defined `teaching competence' participated in the study. The comprehensive sets of data from the three classrooms have been used to explore several premises related to the teaching and learning of mathematics. In this paper the student interview data and the teacher interview data were examined to ascertain what do students attach importance to and what do teachers attach importance to in a mathematics lesson? The findings of the student interview data showed that they attached importance to several sub-aspects of the three main aspects, i.e., exposition, seatwork and review and feedback of their teachers' pedagogical practices. The findings of the teacher interview data showed that they attached importance to student's self assessment, teacher's demonstration of procedures, review of prior knowledge and close monitoring of their student's progress in learning and detailed feedback of their work. It was also found that teachers and students did attach importance to some common lesson events.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2