1. 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

2. 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????

3. What does the research say?

4. 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

5. 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

6. 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

7. 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

8. 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