Research behind the Best Evidence Synthesis

Item number
BES015

BES selection
Mathematics BES

Format
Journal article

Title
Principled teaching for deep progress : Improving mathematical learning beyond methods and material

Author
Watson, Anne ; De Geest, Els

Publisher
Springer

Publishing Year
2005

Source
Educational studies in mathematics, v.58 n.2 p.209-234

ISSN
00131954

Subject
Curriculum

Descriptors
Curriculum ; Mathematics education ; Mathematics teaching ; Student development ; Learning problems ; Teacher effectiveness ; Teacher expectations of students ; Student teacher relationship

Age Focus
Adolescents (13 to 17 years)

Education level
Secondary education

Language
English

How to obtain
Ask at your public or university library. If they don’t have it they can borrow it from another library for a small charge.

Abstract
This paper contributes to knowledge about principled action which makes a difference to learners’ attainment. We report on the Improving Attainment in Mathematics Project,1 a project focusing on low-attaining secondary students. The purpose of the project was to introduce innovations in practice through action research with 10 teachers over 2 years, and evaluate the effect on students’ learning using national test scores, teachers’ reports, non-routine tasks and other performance indicators. However, this is not a study which shows how certain methods lead to better results. While it was found that learning improved, the methods and strategies the teachers used were not always generalisable across the project, indeed some were contradictory. Continued searching led to the identification of common underlying principles of teaching which different teachers manifested in different ways. Overt methods were less important than the collection of beliefs and commitments which underpinned teachers’ choices. There was, however, a convergence of practice around a focus on long-term development, the process of becoming a learner of mathematics, rather than short-term gains. In addition, we had to deal with some of the realities of authentic collaborative research with practitioners. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES