Crucial factors in the effective teaching of mathematics in the primary school essay

Tucker and James H.

Crucial factors in the effective teaching of mathematics in the primary school essay

Effective Teachers of Numeracy in Primary Schools: Teachers' Beliefs, Practices and Pupils' Learning.

Crucial factors in the effective teaching of mathematics in the primary school essay

University of York Abstract This paper reports on part of a study examining the links between teachers' practices, beliefs and knowledge and pupil learning outcomes in the development of numeracy with pupils aged five to eleven.

From a sample of 90 teachers and pupils, we developed detailed case studies of 18 teachers. As part of these case studies we explored the teachers' beliefs about what it means to be numerate, how pupils become numerate and the roles of the teachers.

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From the data three sets of belief orientations were identified: Results from pupil assessments suggest that there was a connection between teachers demonstrating strong orientation to one of these sets of beliefs and pupil numeracy gains. The working definition of numeracy used by the project was a broad one: Numeracy is the ability to process, communicate and interpret numerical information in a variety of contexts.

Evidence was gathered from a sample of 90 teachers and over pupils on what the teachers knew, understood and did and outcomes in terms of pupil learning.

Describe and justify what you consider to be the crucial factors in the effective teaching and assessment of mathematics in the primary school. One of the major factors in teaching effectively in a primary classroom, whether it is mathematics or any other subject, is good classroom management and behaviour control. In this essay, I will address the key issues that impact on effective teaching and learning strategies for learners of business studies in secondary Published: Thu, 05 Jul Application of Learning Theories to Teaching. Years of research on teacher quality support the fact that effective teachers not only make students feel good about school and learning, but also that their work .

Studies have pointed to the importance of establishing of a particular classroom culture Cobb,raising the issue of teachers' belief systems about mathematical knowledge, how it is perceived as generated and learnt, and the impact upon pupils' learning.

It may be that beliefs about the nature of the subject are more influential than mathematical subject knowledge per se Lerman, ; Thompson, Many studies, particularly in the USA, focus on effective classroom practice and routines Berliner, but research demonstrates the difficulty that teacher experience in adopting new practices without an appreciation of and belief in the underlying principles Alexander, While teachers' classroom practices and subject knowledge were also foci of this research, this paper concentrates on the findings related to teachers' belief systems.

For full details of the research see Askew et al. The idea that effective teachers are those who bring about identified learning outcomes was our starting point for the project. We decided that as far as possible the identification of effective teachers of numeracy would be based on rigorous evidence of increases in pupil attainment, not on presumptions of 'good practice'.

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From an initial sample size of all the primary schools in three local education authorities some schoolstogether with Independent private schools, we selected eleven schools, providing a sample of 90 teachers.

We selected the majority of these eleven schools on the basis of available evidence national test scores, IQ data, reading test scores and baseline entry assessments suggesting that the teaching of mathematics in these schools was already effective. A specially designed test 'tiered' for different age ranges of numeracy was administered to the classes of these 90 teachers, first towards the beginning of the autumn termand again at the end of the spring term classes of five year olds were only assessed the second time.

Average gains were calculated for each class, providing an indicator of 'teacher effectiveness' for the teachers in our sample.

Impact of Teacher Effectiveness on Student Achievement

In order to broadly classify the relative gains, the teachers were grouped into three categories of highly effective, effective, or moderately effective.Continue reading “Teaching of mathematics Continue reading “Essay: Issues in Supporting Inclusion in Primary School” Essay: International Students- a Vulnerable Group in Need of Self-regulation and Community Accommodation Effect Of Perception Of Environmental Risk Factors On Primary School Students; Difference Between .

In this essay, I will address the key issues that impact on effective teaching and learning strategies for learners of business studies in secondary Published: Thu, 05 Jul Application of Learning Theories to Teaching.

The Effective Teaching of Mathematics: a review of research DAVID REYNOLDS & DANIEL MUIJS Opportunity-to-learn is clearly related to such factors as length of the school day and year, and to the amount of hours of mathematics taught. It is, however, also related to the quality of classroom management, es- Effective Teaching of.

Chapter Effective Learning and Teaching

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Crucial factors in the effective teaching of mathematics in the primary school essay

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4. Conceptual framework Effective .

Effective teachers are the most important factor contributing to student achievement