Investigation of effective mathematics teaching and learning in Australian Secondary Schools
This is a report on the study of effective mathematics teaching in Australian secondary schools. The report examines a range of factors including: (a) the knowledge, beliefs, understandings and practices of mathematics teachers; (b) teacher qualifications; and (c) the importance of professional development and other experiences of teachers.
Abstract
This report is the outcome of a study aimed to assess a range of factors that were theorised to be associated with effective mathematics teaching. These included the knowledge, beliefs, understandings and practices of teachers; teacher qualifications and educational background; and the extent and quality of professional development experienced by teachers. Fifty schools participated in the study, and data were collected from principals, teachers and students.
Findings indicate that teacher practices were consistently the most powerful predictors of mathematic achievement growth, and with growth in affective student outcomes. Teacher knowledge in mathematics and educational background is positively related to teacher effectiveness. The effectiveness of mathematics teaching in a school is related to the strength of professional community in the school’s mathematics department.
Author(s)
Lawrence Ingvarson; Adrian Beavis; Alan Bishop; Ray Peck; Gerald Elsworth;
Australian Council for Education Research
Publication Details
| Type : |
Reports |
| Published : |
3/2004 |
Topics Covered
| Sectors : |
|
| Detailed :
|
| Curriculum issues |
| Language literacy and numeracy |
| Teachers and academic staff |
|
Availability
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