Research behind the Best Evidence Synthesis

Item number
BES016

BES selection
Mathematics BES

Format
Conference paper

Title
What does it mean to teach mathematics differently?

Author
Wood, Terry

Publisher
Merga

Publishing Year
2002

Source
In: Mathematics education in the South Pacific : proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated, held at the University of Auckland, July 7-10, 2002 / Bill Barton ... [et al.], editors. Sydney: MERGA, 2002: v.1 p.61-67

ISBN
0868690481 ; 0868690538

Subject
Curriculum

Descriptors
Curriculum ; Mathematics education ; Mathematics teaching ; Teaching effectiveness ; Teaching methods ; Numeracy ; Educational change

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

How to obtain
Available online at NZCER: the New Zealand Council for Educational Research

URL
http://www.nzcer.org.nz/pdfs/BES016.pdf

Permission
Reprinted with permission from MERGA, the Mathematics Education Research Group of Australasia

Abstract
In the past decade, many countries called for changes that result in students knowing a "different" kind of school mathematics. This is due to a changed view of learning that requires different forms of teaching which are only beginning to be understood. In this paper, findings from research in primary maths classes with "reform-oriented" culture are presented; examples drawn from these classrooms illustrate differences in teaching that influence the mathematics children learn. Two dynamic dimensions derived from this research are presented. (Author)

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