Western Teaching of Mathematics Much of the teaching of mathematics in the western world follows a format: Teacher instructs the students Teacher solves sample problems with the class Students practise the problems on their own Teacher assists individuals

Asian Teaching of Mathematics In Asia a different format is followed: Teacher poses a complex, thought provoking problem Students work together to grapple with the problem Various students explain their ideas of solutions to class Class discussion over best approach Dead-ends used as part of lesson to re-evaluate approach Guess which part of the world leads in Mathematics????

What does the research say?

Features identified as being effective in teaching of mathematics (2012): A focus on conceptual understanding and reasoning so that pupils do not simply imitate mathematical procedures Challenging to make pupils think hard so they can make progress Classroom practices putting emphasis on effective whole class teaching that is interactive and promotes higher quality dialogue, discussion and strategic thinking, without using a fast ‘pace’, which can cause problems for lower attaining students (Kyriacou and Goulding) Classroom talk should support learning and explores pupils’ thinking and understanding (Askew et al) Teachers avoiding doing most of the talking so that pupils have more time to do exercises and ask questions

Askew (2009) also examined the qualities highly effective teachers of mathematics had: Made the development of mental skills a high priority Made connections between different areas of maths and different ideas in maths Put importance on students being aware of different methods of calculation and using the most efficient method for the problem in hand Used students’ descriptions of their methods and their reasoning to help establish and emphasise connections and address misconceptions Ensured all students were challenged and stretched, not just the more able Encouraged purposeful discussion Used a variety of different assessment and recording methods to monitor students’ progress to inform planning and teaching Had good subject knowledge Participated in continuing professional development

Slavin et al (2009) reviewed 189 studies on teaching strategies in mathematics They found that the most successful mathematics programmes focused on changing daily teaching practices, particularly the use of cooperative learning methods, classroom management and student interaction

6 principles to improve student outcomes in mathematics Clear goals A readiness to approach maths Engaging lessons Different methods of working out Lesson structure Sharing best practice

Numeracy intervention Dowker (2009) Fewer numeracy interventions than literacy interventions available Most have positive effect on attainment and attitudes No evidence to suggest any one programme is best Intervention depends significantly on effective management and training Assessment as part of the intervention is important Individual interventions based on students weakness worked best