The Effectiveness of Mathematics Teaching in Primary Schools: Lessons from England and China

Cover
Title
Copyright
Dedication
Contents
List of figures
List of tables
Acronyms and abbreviations
1 The effectiveness of mathematics teaching study
	Chapter overview
	Rationale and questions
	Contexts and schools
		England and China
		Southampton and Nanjing
		The participating English schools
		The participating Chinese schools
	What’s in the book?
2 Growing apart: worldwide pursuit of effective maths education
	Chapter overview
	Mathematics pedagogy: theories and practices
		Progressive teaching
		Teaching and ability grouping
		Teacher knowledge
		Teaching with coherence
		Teaching with variation
		Teaching with reflection
		Summary
	Facts and factors in international maths learning gaps
	International comparisons of maths learning outcomes
		The IEA’s international studies
		The ETS’s IAEP 1 and IAEP 2
		The OECD’s assessments – PISA
	International comparisons of maths teaching practices
		The IEA’s TIMSS Video Studies
		The OECD’s Teaching and Learning International Survey
		The learner’s perspective study
	Chapter conclusion
3 Four decades of educational effectiveness research in the West
	Chapter overview
	Educational effectiveness research and its subfields
		Five phases of educational effectiveness research
		Trends in EER
		Teacher effects vs school effects
	Early teaching effectiveness research in the US
		The definition of teaching effectiveness
		The methodological and conceptual development
		Effective teacher behaviours identified
		Conclusion
	Teaching effectiveness research in the UK
		The research designs and methods utilised
		The universal interest in the individual child
		Effective teacher behaviours identified
		Conclusion
	Teaching effectiveness research in other nations
	Chapter conclusion
4 Research paradigm, design and methods
	Chapter overview
	Research philosophy
	Research design
	Structured lesson observations (M1)
	Questionnaires to teachers and pupils (M2)
	Standardised mathematics tests (M3)
	Unstructured lesson observations (M4)
	Interviews with teachers (M5)
	Focus groups with teachers (M6)
	Integrating findings across methods
	Chapter conclusion
5 Children and their maths teachers
	Chapter overview
	Children as individuals
	Children as classes of pupils in schools
	Maths teachers – the demographic selves
	Maths teachers – the professional selves
		Professional development
		Teacher school-based activities
		Teacher beliefs – direct transmission or constructivist?
		Subject(s) that teachers teach
		Time arrangement in the maths class
		Teacher self-perceived influence and social status
	Chapter conclusion
6 Evaluating and correlating maths teaching and learning
	Chapter overview
	Quantity of maths teaching
		OTL 1 – whole class interaction
		OTL 2 – whole class lecture
		OTL 3 – individual/group work
		OTL 4 – classroom management
		OTL 5 – partial class interaction
		OTL 6 – pupil time on task
		Summary on the OTL measures
	Quality of maths teaching
		ISTOF 1 – assessment and evaluation
		ISTOF 2 – clarity of instruction
		ISTOF 3 – instructional skills
		ISTOF 4 – promoting active learning and developing metacognitive skills
		ISTOF 5 – classroom climate
		ISTOF 6 – classroom management
		Summary on the ISTOF measures
	Outcomes of maths learning
		Test results by item
		Test results by domain
		Overall test results
	Effects of maths teaching
	Chapter conclusion
7 Seeing maths teaching through different eyes
	Chapter overview
	Seeing maths teaching through the researchers’ eyes
		Typical lesson flow of the maths class in England
		Key characteristics of the maths lessons in England
		Typical lesson flow of the maths class in China
		Key characteristics of the maths lessons in China
	Seeing maths teaching through individual teachers’ eyes
		Teacher beliefs of effective maths teaching
		Teacher self-evaluations of their maths teaching
		International awareness and flexibility to change
	Seeing maths teaching through groups of teachers’ eyes
		The focused maths lesson from England: content and process
		The focused maths lesson from England – native colleagues’ views
		The focused maths lesson from England – foreign colleagues’ views
		The focused maths lesson from China: content and process
		The focused maths lesson from China – native colleagues’ views
		The focused maths lesson from China – foreign colleagues’ views
	Chapter conclusion
8 Connecting the dots
	Chapter overview
	Correlations between maths teaching and learning
		The evaluation of teacher behaviours
		The evaluation of learning outcomes
		Correlating teaching with learning
	Multiple perspectives on effective maths teaching – one aim
		In the researchers’ mind
		In the maths teacher’s mind
		In the local and foreign colleagues’ mind
	Connecting numbers with voices
		Differentiation and ability gaps (EN)
		Pro direct transmission, re-inputs and partial interaction (EN)
		Child-led or not? (EN)
		Teaching for all, pro-constructivist and whole class interaction (CN)
		The effectiveness of first input and teachers’ SMK and PCK
		Lesson objectives, direct transmission and constructivist
		Self-reflection and metacognition
		Teacher questioning: who solves the problem?
		Who’s in charge of what?
		Who repeats what?
		Where to conclude?
		Classroom management and corresponding CPD needs
		Cultural explanations
		Homework differences
		Discussion
	Chapter conclusion
9 Improving maths teaching cross-nationally
	Chapter overview
	What we have achieved thus far
		A cross-national voyage towards effective maths teaching
		Effective maths teaching formula – we know it all along
		The discovery of TER evidence from the West in an Eastern context
		First TER study ever attempting the value-added approach across nations
		Advancing the TER field by applying effectiveness and improvement methods
		First TER study seeking to form an international dialogue on teaching
		Reunion of two communities of maths teaching research
		New paradigm, new methods, the holistic reality
		Methodological contribution: multifunction of videos in TER
	We could have achieved more
		A few regrets on this journey
		A lot to look forward to next
	Improve maths teaching cross-nationally, now!
	Final remarks
References
Index