Portraying Primary Fraction Teaching: A Variety of Mathematical Richness, Pedagogic Strategies, and Use of Curriculum Materials

Autor/inn/en	Thurlings, Marieke; Koopman, Maaike; den Brok, Perry; Pepin, Birgit
Titel	Portraying Primary Fraction Teaching: A Variety of Mathematical Richness, Pedagogic Strategies, and Use of Curriculum Materials
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 7 (2019) 2, S.170-185 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Instruction; Fractions; Instructional Materials; Grade 5; Elementary School Mathematics; Foreign Countries; Teacher Effectiveness; Elementary School Teachers; Educational Strategies; Netherlands + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Niederlande
Abstract	In this study, the variety in quality of instruction in fraction lessons at Grade 5 in Dutch primary schools was investigated. Twenty-four teachers participated in the study. To examine the quality of instruction of fraction lessons, Hill's mathematical quality of instruction framework and general pedagogical instruction strategies (seen to contribute to effective teaching) were combined into an observational scheme. In particular, it was investigated if profiles based on lesson observations could be identified using cluster analysis, and how these profiles could be characterized. The cluster analysis was validated by comparing different types of cluster analyses, discriminant analysis as well as via expert consultation sessions. Results showed six profiles of fraction lessons, which differed in terms of the extent to whether teaching was connectivist or transmissionist in nature, and the extent to which teaching was student-focused or content-focused. The study contributes to existing studies by developing the "Quality of Instruction for Fraction Lessons" ("QIFL") framework, and by showing a more nuanced and richer picture of the teaching of fractions than previous studies. In terms of practical implications, the study showed that it is the combination of organizing a lesson well, a good pedagogical climate, and a focus on understanding the subject matter that contributes to good teaching. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01